PDF The Nation's Report Card: 2017 Mathematics State Snapshot
2017 Mathematics State Snapshot Report
Alabama Grade 8 Public Schools
Overall Results
In 2017, the average score of eighth-grade students in Alabama was 268. This was lower than the average score of 282 for public school students in the nation. The average score for students in Alabama in 2017 (268) was not significantly different from their average score in 2015 (267) and was higher than their average score in 2000 (264). The percentage of students in Alabama who performed at or above the NAEP Proficient level was 21 percent in 2017. This percentage was not significantly different from that in 2015 (17 percent) and was greater than that in 2000 (16 percent). The percentage of students in Alabama who performed at or above the NAEP Basic level was 55 percent in 2017. This percentage was not significantly different from that in 2015 (56 percent) and in 2000 (53 percent).
Compare the Average Score in 2017 to Other States/Jurisdictions
Achievement-Level Percentages and Average Score Results
Alabama 2000 2015 2017 Nation (public) 2017
47 44
45
31*
Average Score
36
14 2*
264*
38*
14 3*
267
34
16 5
268
36
24*
10*
282*
Percent below Basic Percent at Proficient or at Basic or Advanced
Below Basic
Basic
Proficient
Advanced
* Significantly different (p < .05) from state's results in 2017. Significance tests were performed using unrounded numbers. NOTE: Detail may not sum to totals because of rounding.
Average Scores for State/Jurisdiction and Nation (public)
Score 500
300
290
DC
280
DE
RI
270
DoDEA
PR
260
250
In 2017, the average score in Alabama (268) was lower than those in 47 states/jurisdictions higher than those in 1 state/jurisdiction not significantly different from those in 4 states/jurisdictions
0 '00
'03
'05
'07
'09
'11
'13
'15
'17 Year
Nation (public)
Alabama
* Significantly different (p < .05) from 2017. Significance tests were performed using unrounded numbers.
DoDEA = Department of Defense Education Activity (overseas and domestic schools)
Results for Student Groups in 2017
Percentage at Percentage
Percentage Avg. or above
at
Reporting Groups
of students score Basic Proficient Advanced
Race/Ethnicity
White
57 277 66
27
6
Black
31 252 35
8
1
Hispanic
8 257 42
13
3
Asian
2
American Indian/Alaska Native 1
Native Hawaiian/Pacific Islander #
Two or more races
2
Gender Male Female
51 270 56
23
5
49 267 53
19
4
National School Lunch Program
Eligible
62 258 42
12
2
Not eligible
38 286 75
36
9
# Rounds to zero. Reporting standards not met. NOTE: Detail may not sum to totals because of rounding, and because the "Information not available" category for the National School Lunch Program, which provides free/reduced-price lunches, is not displayed. Black includes African American and Hispanic includes Latino. Race categories exclude Hispanic origin.
Score Gaps for Student Groups
In 2017, Black students had an average score that was 26 points lower than that for White students. This performance gap was narrower than that in 2000 (35 points). In 2017, Hispanic students had an average score that was 21 points lower than that for White students. Data are not reported for Hispanic students in 2000, because reporting standards were not met. In 2017, male students in Alabama had an average score that was not significantly different from that for female students. In 2017, students who were eligible for free/reduced-price school lunch, an indicator of low family income, had an average score that was 28 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 2000 (29 points).
NOTE: The NAEP mathematics scale ranges from 0 to 500. Statistical comparisons are calculated on the basis of unrounded scale scores or percentages. Read more about how to interpret NAEP results from the mathematics assessment at . SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2000-2017 Mathematics Assessments.
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