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Table 5-31  
Average Proficiency in Science for 8th Graders in Public Schools, by Selected Characteristics in Idaho, the Region, and the U. S.: 1996.
  Average Race/ethnicity Sex Parental education[1]
 
    White Black Hispanic Asian Amer-
ican
Indian		 Male Female Did not
finish
high
school		 Grad-
uated
high
school		 Some
edu-
cation		 Grad-
uated
college
Alaska[3] 153 162 [2] 137 152 129 155 150 [2] 141 155 163
Montana[3] 162 166 [2] 147 [2] 139 164 160 139 155 164 168
Oregon 155 158 [2] 133 157 142 157 153 137 143 157 164
Utah 156 159 [2] 133 143 [2] 159 154 129 147 156 162
Washington 150 156 127 125 149 130 152 147 128 141 154 158
Wyoming 158 161 [2] 140 [2] 138 159 156 139 150 159 165
U.S. 148 159 120 127 150 148 149 148 131 140 155 157
Source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress, NAEP 1996 Science 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.
[1] Parents' highest level of education. Data not shown for students who did not know parents' level of education.
[2] Sample size is insufficient to permit a reliable estimate.
[3] Did not satisfy one or more of the guidelines for school sample participation rates. Data are subject to appreciable nonresponse bias.

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

 

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