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Table 5-27  
Average Proficiency in Reading for 4th Graders in Public Schools[1], by Selected Characteristics in the Region, and the U.S., 1994.
  Average Race/ethnicity Sex Parental education[2]
 
    White Black Hispanic Asian Pacific
Islander		 American
Indian		 Male Female Did not
finish high
school		 Graduated
high school		 Some
education
after high
school		 Graduated
college
Region                          
Northeast 212 224 184 191 [3] [3] [3] 207 216 [3] 202 222 221
Southeast 208 219 188 184 [3] [3] [3] 202 215 186 207 222 216
Central 218 225 182 199 [3] [3] [3] 212 225 [3] 215 221 226
West 212 222 186 186 [5] 226 [3] [3] 207 217 188 201 221 223
                           
State                          
Montana[4] 222 226 [3] 208 — — 203 218 227 211 219 227 230
Utah 217 221 [3] 199 [3] [3] 195 213 222 [3] 211 225 226
Washington 213 217 198 190 220 208 207 209 217 197 209 216 223
Wyoming 221 224 [3] 209 [3] [3] [5] 210 218 224 203 215 230 228
U.S. 212 223 186 188 231 216 200 207 218 188 206 222 222
Source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress, NAEP 1994 Reading Report Card for the Nation and the States, prepared by Educational Testing Service. Digest of Education Statistics, 1997.
Note: These test scores are from the National Assessment of Educational Progress (NAEP). The NAEP scores have been evaluated at certain performance levels. A score of 300 implies an ability to find, understand, summarize, and explain relatively complicated literary and informational material. A score of 250 implies an ability to search for specific information, interrelate ideas, and make generalizations about literature, science, and social studies materials. A score of 200 implies an ability to understand, combine ideas, and make inferences based on short uncomplicated passages about specific or sequentially related information. A score of 150 implies an ability to follow brief written directions and carry out simple, discrete reading tasks. Scale ranges from 0 to 500. Excludes states not participating in the survey. Some data have been revised from previously published figures.
— Data not available.
[1] As measured by the National Assessment of Educational Progress (NAEP). Forty-one states and Guam participated in the test, but the sample size in two states was insufficient to permit a reliable estimate.
[2] Parents' highest level of education. Data not shown for students who did not know parents' level of education.
[3] Sample size is insufficient to permit a reliable estimate.
[4] Did not satisfy one or more of the guidelines for school sample participation rates. Data are subject to appreciable nonresponse bias.
[5] The nature of the sample does not allow accurate determination of the variability of this value.

Compiled by: Lily Wai, data input assisted by: Steven Olson
Contact: Lily Wai

 

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