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class="css-ab0k1k"></div><style data-emotion-css="1q699d2">.css-1q699d2{margin-left:auto;margin-right:auto;width:48rem;padding-left:1em;padding-right:1em;background-color:#fff;margin-bottom:-8.75rem;margin-top:0;padding:2rem 4rem 3.5rem;position:relative;-webkit-transform:translateY(-7.8125rem);-ms-transform:translateY(-7.8125rem);transform:translateY(-7.8125rem);}@media (min-width:1024px){.css-1q699d2{width:64rem;}}</style><div class="css-1q699d2"><style data-emotion-css="imvkbm">.css-imvkbm{color:#001871;display:block;font-size:1.75rem;font-weight:600;line-height:1.4;margin:1.5rem auto 1.25rem;text-align:center;}@media (min-width:1024px){.css-imvkbm{font-size:2.5rem;}}</style><h2 class="css-imvkbm">See how U.S. fourth-, eighth-, and twelfth-grade students performed in science</h2><p>Between January and March 2019, the National Assessment of Educational Progress (NAEP) science assessment was administered to a nationally representative sample of fourth-, eighth-, and twelfth-grade students. Results are compared to those from 2015 and previous science assessments back to 2009, the first year under the current science framework.</p><p>This <strong>Report Card Highlights</strong> provides key findings from the 2019 science assessment. <a href="/science/?grade=4">See the NAEP Science Report Card to explore the full set of student performance results</a> and information about students’ learning experiences inside and outside of school. You may also download a <a href="/science/supporting_files/2019_infographic_science.pdf">summary of the science results</a>.</p><p><a href="#learn-more-assessment">Find out more about the assessment.</a></p></div></section><style data-emotion-css="1ro9svp">.css-1ro9svp{background:#fff;padding:2em 0;position:relative;}</style><div id="overall" class="css-1ro9svp"><style data-emotion-css="ctczp5">.css-ctczp5{margin-left:auto;margin-right:auto;width:48rem;padding-left:1em;padding-right:1em;}@media (min-width:1024px){.css-ctczp5{width:64rem;}}</style><div class="css-ctczp5"><style data-emotion-css="cssveg">.css-cssveg{position:relative;}</style><div class="css-cssveg"><style data-emotion-css="1cdcwte">.css-1cdcwte{color:#007367;font-size:0.875rem;position:absolute;right:0;top:0.5rem;white-space:nowrap;}</style><div class="css-1cdcwte">Share this result:</div><style 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|</span> Average scores in NAEP science, by grade: Various years, 2009–2019</div><style data-emotion-css="1f7lss0">.css-1f7lss0{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;margin:-1.5rem 0 1rem;}</style><div data-ets-download-ignore="true" class="css-1f7lss0"><style data-emotion-css="112jqer">.css-112jqer{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;}</style><div class="css-112jqer"><style data-emotion-css="6c9wkh">.css-6c9wkh{display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;padding-right:0.5rem;text-transform:uppercase;}</style><div class="css-6c9wkh">Display As</div><style 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class="css-1ckqvg2"><style data-emotion-css="2xc19b">.css-2xc19b{min-height:12.5rem;position:relative;width:100%;}</style><div class="css-2xc19b"><div><style data-emotion-css="6sjvw2">.css-6sjvw2{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-box-pack:center;-webkit-justify-content:center;-ms-flex-pack:center;justify-content:center;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;margin:0 -0.5rem -1rem;}.css-6sjvw2 div{-webkit-flex:0 0 320px;-ms-flex:0 0 320px;flex:0 0 320px;margin:0 0.5rem 1rem;}.css-6sjvw2 img{height:auto;margin:0;}</style><div class="css-6sjvw2"><div><img alt="Graphical line chart representing the data shown in corresponding Table. See Table toggle." src="/highlights/science/2019/images_main/Science_G4_Highlights_score_trend.svg" width="492" height="308"/></div><div><img alt="Graphical line chart representing the data shown in corresponding Table. See Table toggle." src="/highlights/science/2019/images_main/Science_G8_Highlights_score_trend.svg" width="492" height="308"/></div><div><img alt="Graphical line chart representing the data shown in corresponding Table. See Table toggle." src="/highlights/science/2019/images_main/Science_G12_Highlights_score_trend.svg" width="492" height="308"/></div></div><style data-emotion-css="1q2lbmy">.css-1q2lbmy{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-box-pack:center;-webkit-justify-content:center;-ms-flex-pack:center;justify-content:center;}</style><div class="css-1q2lbmy"><style data-emotion-css="mhb19w">.css-mhb19w{font-size:0.75rem;margin-bottom:2.5rem;padding-top:0.5rem;}.css-mhb19w var{font-style:italic;}</style><div class="css-mhb19w"><sup>*</sup> Significantly different (<var>p</var> < .05) from 2019.</div></div></div></div></div></div></div><div class="css-1gt7uwa"><p>In 2019, the average science score at fourth grade was lower by 2 points compared to 2015 while the score was higher by 1 point compared to 2009. At grade 8, the average score was not significantly different compared to 2015 but was four points higher compared to 2009. The average score at grade 12 in 2019 was not significantly different in comparison to 2015 and 2009.</p><h5>Lower scores for fourth-grade students in two of three science content areas; no significant changes in content area scores for eighth- and twelfth-graders compared to 2015</h5></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Average score changes in NAEP science content areas, by grade: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><style data-emotion-css="mwjffh">.css-mwjffh{-webkit-flex:1;-ms-flex:1;flex:1;text-align:right;}</style><div class="css-mwjffh"><style 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13.857v1.714h12v-1.714H3z" fill-rule="evenodd" fill="currentColor"></path></svg></button></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div><style data-emotion-css="118p3ho">.css-118p3ho{border:1px solid #585858;line-height:1.3;margin-bottom:0;width:100%;}</style><table class="css-118p3ho"><style data-emotion-css="7hfxz0">.css-7hfxz0{background-color:#fff;color:#001871;}</style><thead class="css-7hfxz0"><tr><style data-emotion-css="u64bs3">.css-u64bs3{border-right:1px solid;padding:0.5rem 1rem;text-align:left;background:#001871;border-right-color:#fff;font-weight:600;color:#fff;vertical-align:middle;width:36%;padding-bottom:0.75rem;vertical-align:bottom;}.css-u64bs3:last-child{border-right:0;}</style><th rowspan="3" class="css-u64bs3">Science content area</th><style data-emotion-css="1ad9ilk">.css-1ad9ilk{border-bottom:solid 1px;text-align:center;}</style><style data-emotion-css="5zcptl">.css-5zcptl{border-right:1px solid;padding:0.5rem 1rem;text-align:left;background:#001871;border-right-color:#fff;font-weight:600;color:#fff;vertical-align:middle;border-bottom:solid 1px;text-align:center;}.css-5zcptl:last-child{border-right:0;}</style><th colSpan="6" class="css-5zcptl">2019 score compared to</th></tr><tr><style data-emotion-css="1kzu8uw">.css-1kzu8uw{text-align:center;}</style><style data-emotion-css="1cqxqcc">.css-1cqxqcc{border-right:1px solid;padding:0.5rem 1rem;text-align:left;background:#001871;border-right-color:#fff;font-weight:600;color:#fff;vertical-align:middle;text-align:center;}.css-1cqxqcc:last-child{border-right:0;}</style><th colSpan="2" class="css-1cqxqcc">Grade 4</th><th colSpan="2" class="css-1cqxqcc">Grade 8</th><th colSpan="2" class="css-1cqxqcc">Grade 12</th></tr><tr><style data-emotion-css="1y2r4qk">.css-1y2r4qk{text-align:center;}</style><style data-emotion-css="p33cg8">.css-p33cg8{padding:0.75rem;text-align:left;font-weight:bold;border-right:1px solid #e7e7e8;font-weight:600;vertical-align:middle;text-align:center;}.css-p33cg8 sup{display:inline-block;margin:0;width:0.4375em;}.css-p33cg8:last-child{border-right:0;}</style><th class="css-p33cg8">2015</th><th class="css-p33cg8">2009</th><th class="css-p33cg8">2015</th><th class="css-p33cg8">2009</th><th class="css-p33cg8">2015</th><th class="css-p33cg8">2009</th></tr></thead><style data-emotion-css="y410lf">.css-y410lf{border:solid #e7e7e8;border-width:1px 0;}.css-y410lf:last-child{border-bottom:0;}.css-y410lf td{text-align:center;}.css-y410lf td > span{display:inline-block;text-align:left;}</style><tbody class="css-y410lf"><tr><style data-emotion-css="wsnh8b">.css-wsnh8b{border-right:1px solid;padding:0.5rem 1rem;text-align:left;border-right-color:#e7e7e8;font-weight:700;}.css-wsnh8b:last-child{border-right:0;}</style><th class="css-wsnh8b">Physical science</th><style data-emotion-css="1xky0au">.css-1xky0au{padding:0.75rem;text-align:left;white-space:nowrap;border-right:1px solid #e7e7e8;font-weight:600;padding:0.5rem 0.75rem;line-height:1.375;vertical-align:middle;}.css-1xky0au svg{display:inline-block;margin:-0.125em 0.25rem 0 0;vertical-align:middle;}.css-1xky0au svg:last-child{margin:0;}.css-1xky0au span{margin-bottom:0;}.css-1xky0au:last-child{border-right:0;}[data-canvas] .css-1xky0au svg{margin-top:0;}</style><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><style data-emotion-css="1c7dj5r">.css-1c7dj5r{fill:#a9a9a9;}</style><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td><td value="3" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><style data-emotion-css="1a3jyl">.css-1a3jyl{fill:#fff;}</style><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><style data-emotion-css="1xjif1s">.css-1xjif1s{fill:#001871;}</style><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><style data-emotion-css="oqh1l5">.css-oqh1l5{color:#001871;font-size:1.25rem;font-weight:700;}</style><span class="css-oqh1l5">3</span></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td><td value="4" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span class="css-oqh1l5">4</span></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td></tr><tr><th class="css-wsnh8b">Life science</th><td value="-4" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><style data-emotion-css="9424uk">.css-9424uk{fill:#bbc7d6;}</style><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span class="css-oqh1l5">4</span></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td><td value="5" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span class="css-oqh1l5">5</span></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td></tr><tr><th class="css-wsnh8b">Earth and space sciences</th><td value="-2" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span class="css-oqh1l5">2</span></span></td><td value="2" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span class="css-oqh1l5">2</span></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td></tr></tbody></table><style data-emotion-css="wkfqbf">.css-wkfqbf{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;font-size:0.75rem;padding:0.75rem 0 0;}.css-wkfqbf svg{display:inline-block;-webkit-flex-shrink:0;-ms-flex-negative:0;flex-shrink:0;margin:-0.166666667em 0.25rem 0 0;vertical-align:middle;}[data-canvas] .css-wkfqbf svg{margin-top:0;}</style><div class="css-wkfqbf"><style data-emotion-css="dl7c1t">.css-dl7c1t{display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;margin-right:1rem;}.css-dl7c1t:last-child{margin-right:0;}</style><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 50 50" role="img" aria-label="Arrow up icon"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg>Score increase in 2019</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="22" height="22" viewBox="0 0 50 50" role="img" aria-label="Arrow down icon"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg>Score decrease in 2019</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 33 33" role="img" aria-label="Diamond icon"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg>No significant change in 2019</span></div></div></div></div></div></div></div><div class="css-1gt7uwa"><p>The NAEP science assessment measures students’ knowledge and abilities in three content areas—Physical Science, Life Science, and Earth and Space Sciences. Learn more about the <a href="/science/about/framework/?grade=4">science content areas</a>.</p><p>In 2019, average scores at grade 4 declined in Life Science and Earth and Space Sciences compared to 2015, while scores were higher in Physical Science and Earth and Space Sciences than in 2009. At grade 8, there were no significant changes in average scores across the three content areas in 2019 compared to 2015, while Physical Science and Life Science scores were higher than in 2009. There were no significant changes in average scores across the content areas at grade 12 compared to 2015 and 2009.</p></div><div><p>Scroll to read details for each grade or select items in the table of contents.</p><div><style data-emotion-css="b47zm3">.css-b47zm3{background-color:transparent;border-color:#c69214;border-style:solid;border-width:0;display:block;margin:2rem 0;padding:0 0;}.css-b47zm3 > div{padding:0;margin:0;width:auto;position:relative;}.css-b47zm3 > div > div{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;}@media (min-width:768px){.css-b47zm3{display:block;}}</style><nav class="css-b47zm3"><div class="css-ctczp5"><div><style 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height="22" viewBox="0 0 38 22"><defs><path d="M6.125 26.542h4.083v-4.084H6.125v4.084zm0 8.166h4.083v-4.083H6.125v4.083zm0-16.333h4.083v-4.083H6.125v4.083zm8.167 8.167h28.583v-4.084H14.292v4.084zm0 8.166h28.583v-4.083H14.292v4.083zm0-20.416v4.083h28.583v-4.083H14.292z" id="hamburger-menu-icon-a"></path><path id="hamburger-menu-icon-c" d="M0 0h102.083v102.083H0z"></path></defs><g transform="translate(-5.5 -13.5)" fill="none" fill-rule="evenodd"><mask id="hamburger-menu-icon-b" fill="#fff"><use href="#hamburger-menu-icon-a"></use></mask><g mask="url(#hamburger-menu-icon-b)"><use id="fill-color" fill="currentColor" href="#hamburger-menu-icon-c" transform="translate(-26.542 -26.542)"></use></g></g></svg></div></button><style data-emotion-css="1ex2u2b">.css-1ex2u2b{display:block;-webkit-flex:1;-ms-flex:1;flex:1;border-color:#c69214;border-width:0 0 0 1px;border-style:solid;font-size:0.9375rem;font-weight:700;padding-left:1.5rem;}.css-1ex2u2b h5{color:#000;line-height:inherit;margin:0;padding:0.75rem 0;text-transform:uppercase;white-space:nowrap;}.css-1ex2u2b a{line-height:1.1;-webkit-text-decoration:none;text-decoration:none;}.css-1ex2u2b span{margin:0;}.css-1ex2u2b span:not(:first-child):before{content:', ';}.css-1ex2u2b h5 + span:before{display:none;}@media (min-width:1024px){.css-1ex2u2b{display:grid;grid-template-columns:auto 1fr 1fr 1fr 1fr;}.css-1ex2u2b h5,.css-1ex2u2b span{padding:1.25rem 0.75rem 0 0;}.css-1ex2u2b span:before{display:none;}}</style><div class="css-1ex2u2b"><h5 style="padding-top:0" class="css-1bgb8m4">Grade 4:</h5><span style="padding-top:0"><a href="#grade-4-percentile-scores">Percentile scores</a></span><span style="padding-top:0"><a href="#grade-4-student-group-scores">Student group scores</a></span><span style="padding-top:0"><a href="#grade-4-achievement-level-results">NAEP achievement-level results</a></span><span style="padding-top:0"><a href="#grade-4-student-experiences">Student experiences with scientific inquiry</a></span><h5 class="css-1bgb8m4">Grade 8:</h5><span><a href="#grade-8-percentile-content-area-scores">Percentile and content area scores</a></span><span><a href="#grade-8-student-group-scores-score-gaps">Student group score gaps</a></span><span><a href="#grade-8-achievement-level-results">NAEP achievement-level results</a></span><span><a href="#grade-8-student-experiences">Student experiences with scientific inquiry</a></span><h5 class="css-1bgb8m4">Grade 12:</h5><span><a href="#grade-12-percentile-content-area-scores">Percentile and content area scores</a></span><span><a href="#grade-12-achievement-level-results">NAEP achievement-level results</a></span><span><a href="#grade-12-science-coursetaking">Science coursetaking</a></span><span><a href="#grade-12-science-career">Student interest in a science career</a></span><h5 class="css-1bgb8m4">Sample Questions:</h5><span><a href="#questions">Explore sample scenario-based tasks and questions</a></span><i></i><i></i><i></i></div></div></div></nav></div></div></div></div><div id="grade-4-percentile-scores" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M18 16.08c-.76 0-1.44.3-1.96.77L8.91 12.7c.05-.23.09-.46.09-.7s-.04-.47-.09-.7l7.05-4.11c.54.5 1.25.81 2.04.81 1.66 0 3-1.34 3-3s-1.34-3-3-3-3 1.34-3 3c0 .24.04.47.09.7L8.04 9.81C7.5 9.31 6.79 9 6 9c-1.66 0-3 1.34-3 3s1.34 3 3 3c.79 0 1.5-.31 2.04-.81l7.12 4.16c-.05.21-.08.43-.08.65 0 1.61 1.31 2.92 2.92 2.92s2.92-1.31 2.92-2.92-1.31-2.92-2.92-2.92z"></path></svg></button><div class="css-8nebjc"><button aria-label="Share this on Facebook" class="css-1c1spnm">Facebook<svg data-name="Ebene 1" viewBox="0 0 1024 1024" width="1em" 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0-81.223 32.976-81.223 73.55 0 5.736.792 11.327 2.059 16.775-67.448-3.01-127.296-32.402-167.354-76.848-6.966 10.896-10.924 23.513-10.924 36.99 0 25.52 14.408 48.03 36.099 61.221-13.3-.43-25.808-3.728-36.733-9.176v1.004c0 35.556 28.025 65.378 65.073 72.117-6.808 1.72-13.932 2.58-21.374 2.58-5.225 0-10.291-.43-15.2-1.29 10.292 29.248 40.374 50.468 75.84 51.041-27.866 19.786-62.856 31.542-100.855 31.542-6.492 0-12.983-.286-19.316-1.003 35.782 20.646 78.53 32.832 124.287 32.832" fill="#fff"></path></svg></button><a title="Share this by email" href="mailto:?to=&subject=&body=%0A%2Fhighlights%2Fscience%2F2019%2F%23grade-4-percentile-scores" target="_blank" class="css-jnj610">Email<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 4: Percentile Scores</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Scores decrease for lower- and middle-performing fourth-graders compared to 2015</h4></div><div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Changes in fourth-grade NAEP science scores at selected percentiles: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-112jqer"><div class="css-6c9wkh">Display As</div><div class="css-vw8adh"><button class="base-toggle-button css-mdgpps"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><g fill="none" fill-rule="evenodd"><path d="M13.667 3H4.333C3.6 3 3 3.6 3 4.333v9.334C3 14.4 3.6 15 4.333 15h9.334C14.4 15 15 14.4 15 13.667V4.333C15 3.6 14.4 3 13.667 3z" class="css-m0e7d9"></path><path d="M7 12.333H5.667V7.667H7zM9.667 12.333H8.333V5.667h1.334zM12.333 12.333H11V9.667h1.333z" class="css-1i55v2r"></path></g></svg><span class="css-1bfe3gv">Graph</span></button><button class="base-toggle-button css-il3rr0"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><path fill-rule="evenodd" d="M3 3v12h12V3H3zm5.333 10.667h-4v-4h4v4zm0-5.334h-4v-4h4v4zm5.334 5.334h-4v-4h4v4zm0-5.334h-4v-4h4v4z" class="css-yqahow"></path></svg><span class="css-1bfe3gv">Table</span></button></div></div></div><style data-emotion-css="rtde4j">.css-rtde4j{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;}</style><div data-ets-download-ignore="true" class="css-rtde4j"><div style="margin-bottom:1rem"><div class="css-112jqer"><div class="css-6c9wkh">Change from</div><div class="css-vw8adh"><button class="base-toggle-button css-mdgpps"><span class="css-1bfe3gv">2015 (prior year)</span></button><button class="base-toggle-button css-il3rr0"><span class="css-1bfe3gv">2009 (base year)</span></button></div></div></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div><img src="/highlights/science/2019/assets/selected-percentiles/G4-2015.svg" alt="Chart of change from 2015 (prior year) to 2019, Grade 4"/></div></div></div></div><style data-emotion-css="1uawx74">.css-1uawx74{display:inline-block;margin:0;position:relative;z-index:1;}</style><div class="css-1uawx74"><style data-emotion-css="m007jo">.css-m007jo{-webkit-flex:0 0 auto;-ms-flex:0 0 auto;flex:0 0 auto;margin:1rem 0;}@media (min-width:1024px){.css-m007jo{margin:0 0 1rem 1rem;}}.css-m007jo:empty{display:none;}</style><div class="css-m007jo"><style data-emotion-css="8om7fn">.css-8om7fn{border:solid #c69214;border-width:0 0 0 1px;margin-bottom:1rem;padding:0 0.75rem;width:218px;}.css-8om7fn:empty{display:none;}</style><div class="css-8om7fn"><style data-emotion-css="4mj57d">.css-4mj57d{color:#1b1b1b;font-size:1.125rem;font-weight:600;line-height:1.3;margin-bottom:0.625rem;text-transform:uppercase;}</style><h5 class="css-4mj57d">Legend</h5><style data-emotion-css="widpf3">.css-widpf3{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;margin:0 0 1rem;position:relative;}.css-widpf3:last-child{margin-bottom:0;}</style><div class="css-widpf3"><style data-emotion-css="1pes7m0">.css-1pes7m0{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex:none;-ms-flex:none;flex:none;margin:0 1rem 0 0;}.css-1pes7m0 p{margin:0;}</style><span class="css-1pes7m0"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="50" viewBox="0 0 50 50"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg></span><style data-emotion-css="1sujre7">.css-1sujre7{-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex:1 1 auto;-ms-flex:1 1 auto;flex:1 1 auto;margin:0;text-align:left;}</style><span class="css-1sujre7"><style data-emotion-css="1tx3q4u">.css-1tx3q4u{font-size:0.875rem;line-height:1.4;margin:0;padding:0;-webkit-transition:opacity 250ms 0s;transition:opacity 250ms 0s;}.css-1tx3q4u var{font-style:italic;}.css-1tx3q4u svg{color:#007367;}button .css-1tx3q4u{background-color:transparent;color:#007367;outline-offset:em(2px);-webkit-text-decoration:underline;text-decoration:underline;}button .css-1tx3q4u:hover,button .css-1tx3q4u:focus{-webkit-text-decoration:none;text-decoration:none;}</style><span class="css-1tx3q4u">Score increase in 2019</span></span></div><div class="css-widpf3"><span class="css-1pes7m0"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="50" viewBox="0 0 50 50"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">Score decrease in 2019</span></span></div><div class="css-widpf3"><span class="css-1pes7m0"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="33" viewBox="0 0 33 33"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">No significant change in 2019</span></span></div><style data-emotion-css="17d8njl">.css-17d8njl{-webkit-appearance:none;-moz-appearance:none;appearance:none;background:transparent;border:0;border-radius:0;cursor:pointer;padding:0;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;margin:0 0 1rem;position:relative;padding-right:0.5rem;}.css-17d8njl:last-child{margin-bottom:0;}</style><button class="css-17d8njl"><span class="css-1sujre7"><span class="css-1tx3q4u">Explain percentiles<style data-emotion-css="nh9kqa">.css-nh9kqa{display:inline-block;margin:0;-webkit-text-decoration:none;text-decoration:none;}</style><span class="css-nh9kqa"> <span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></span></span></span></button></div></div></div></div></div></div><div class="css-1gt7uwa"><p>NAEP reports scores at five selected percentiles to show the progress made by lower- (10th and 25th percentiles), middle- (50th percentile), and higher- (75th and 90th percentiles) performing students. </p><p>The decrease in overall average science score between 2019 and 2015 consisted of score declines for lower- and middle-performing fourth-grade students.<strong> </strong>In 2019, there were no significant changes in scores for higher-performing students compared to 2015.</p><p>The increase in overall average science score between 2019 and 2009 consisted of score increases for higher-performing students. Scores were not significantly different for lower- and middle-performing students in 2019 compared to 2009.</p><h4 class="css-ppkr7">Scores decline for lower-performing fourth-graders in all three science content areas</h4></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Changes in fourth-grade NAEP science scores at selected percentiles, by content area: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-mwjffh"><button type="button" class="css-b3pe1u">Download chart<svg xmlns="http://www.w3.org/2000/svg" width="17" height="17" viewBox="0 0 17 17"><path d="M15 6.143h-3.429V1H6.43v5.143H3l6 6 6-6zM3 13.857v1.714h12v-1.714H3z" fill-rule="evenodd" fill="currentColor"></path></svg></button></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><style data-emotion-css="1vc81gz">.css-1vc81gz{display:grid;grid-template-columns:1fr 1fr 1fr;grid-column-gap:0.75rem;}@media (min-width:1024px){.css-1vc81gz{grid-column-gap:1.25rem;}}</style><div class="css-1vc81gz"><div><style data-emotion-css="1ewbv4q">.css-1ewbv4q{border:1px solid #979797;table-layout:fixed;}.css-1ewbv4q tr:first-of-type > td,.css-1ewbv4q tr:first-of-type > th{padding-top:1.5rem;}.css-1ewbv4q tr:first-of-type > th:first-child{padding-left:1.5rem;}.css-1ewbv4q tr > th:last-child,.css-1ewbv4q tr > td:last-child{padding-right:1.5rem;}.css-1ewbv4q tr:last-of-type > td,.css-1ewbv4q tr:last-of-type > th{padding-bottom:1.5rem;}</style><table class="css-1ewbv4q"><style data-emotion-css="1cs20mk">.css-1cs20mk{font-weight:700;margin-bottom:0.5rem;text-transform:uppercase;}</style><caption class="css-1cs20mk">Physical Science</caption><tr><style data-emotion-css="js1re4">.css-js1re4{line-height:1;padding-right:0.5rem;text-align:center;vertical-align:middle;}</style><th rowspan="8" scope="row" class="css-js1re4"><style data-emotion-css="7f8hj7">.css-7f8hj7{font-size:0.875rem;-webkit-letter-spacing:1px;-moz-letter-spacing:1px;-ms-letter-spacing:1px;letter-spacing:1px;margin:0;text-orientation:upright;text-transform:uppercase;width:0.875rem;-webkit-writing-mode:vertical-lr;-ms-writing-mode:tb;writing-mode:vertical-lr;}</style><span class="css-7f8hj7">Percentiles</span></th><td></td><td></td><style data-emotion-css="1y599xi">.css-1y599xi{font-size:0.875rem;height:1.4em;line-height:1.4;text-transform:uppercase;vertical-align:bottom;width:3.875rem;}</style><th rowspan="2" scope="col" class="css-1y599xi">2019<br/>score</th><th colSpan="2" scope="col" class="css-1y599xi">2019<br/>Compared to</th></tr><tr><td></td><style data-emotion-css="qz67j2">.css-qz67j2{font-size:0.875rem;height:1.4em;line-height:1.4;padding:0;text-align:center;vertical-align:bottom;}</style><td class="css-qz67j2">300</td><style data-emotion-css="1pga41">.css-1pga41{font-size:0.875rem;height:1.4em;line-height:1.4;text-transform:uppercase;vertical-align:bottom;width:3.875rem;padding-top:0;}</style><th scope="col" class="css-1pga41">2015</th><th scope="col" class="css-1pga41">2009</th></tr><tr><style data-emotion-css="7d3slp">.css-7d3slp{font-size:0.875rem;padding:1.5rem 0;text-align:right;width:1.875rem;}</style><th scope="row" class="css-7d3slp">90th</th><style data-emotion-css="1vmupgp">.css-1vmupgp{background:transparent url(/highlights/science/2019/assets/axis-line.svg) top center/23px 100% no-repeat;}</style><td rowspan="5" class="css-1vmupgp"></td><style data-emotion-css="15aggpf">.css-15aggpf{color:#001871;font-weight:700;text-align:center;}</style><td class="css-15aggpf">197</td><style data-emotion-css="1mhily7">.css-1mhily7{color:#001871;font-weight:700;padding:0 0.75rem;line-height:1.375;vertical-align:middle;white-space:nowrap;}.css-1mhily7 svg{display:inline-block;margin:-3px 0.25rem 0 0;vertical-align:middle;}.css-1mhily7 svg:last-child{margin:0;}.css-1mhily7 span{margin-bottom:0;}[data-canvas] .css-1mhily7 svg{margin-top:0;}</style><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>5</span></td></tr><tr><th scope="row" class="css-7d3slp">75th</th><td class="css-15aggpf">178</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>3</span></td></tr><tr><th scope="row" class="css-7d3slp">50th</th><td class="css-15aggpf">155</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>3</span></td></tr><tr><th scope="row" class="css-7d3slp">25th</th><td class="css-15aggpf">130</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>3</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">10th</th><td class="css-15aggpf">104</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>4</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><td></td><style data-emotion-css="idum2h">.css-idum2h{font-size:0.875rem;height:1.4em;line-height:1.4;padding:0;text-align:center;vertical-align:top;}</style><td class="css-idum2h">0</td><td></td><td colSpan="2"></td></tr></table></div><div><table class="css-1ewbv4q"><caption class="css-1cs20mk">Life Science</caption><tr><th rowspan="8" scope="row" class="css-js1re4"><span class="css-7f8hj7">Percentiles</span></th><td></td><td></td><th rowspan="2" scope="col" class="css-1y599xi">2019<br/>score</th><th colSpan="2" scope="col" class="css-1y599xi">2019<br/>Compared to</th></tr><tr><td></td><td class="css-qz67j2">300</td><th scope="col" class="css-1pga41">2015</th><th scope="col" class="css-1pga41">2009</th></tr><tr><th scope="row" class="css-7d3slp">90th</th><td rowspan="5" class="css-1vmupgp"></td><td class="css-15aggpf">195</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">75th</th><td class="css-15aggpf">175</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>2</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">50th</th><td class="css-15aggpf">152</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>4</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">25th</th><td class="css-15aggpf">126</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>6</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>2</span></td></tr><tr><th scope="row" class="css-7d3slp">10th</th><td class="css-15aggpf">101</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>8</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>4</span></td></tr><tr><td></td><td class="css-idum2h">0</td><td></td><td colSpan="2"></td></tr></table></div><div><table class="css-1ewbv4q"><caption class="css-1cs20mk">Earth and Space Sciences</caption><tr><th rowspan="8" scope="row" class="css-js1re4"><span class="css-7f8hj7">Percentiles</span></th><td></td><td></td><th rowspan="2" scope="col" class="css-1y599xi">2019<br/>score</th><th colSpan="2" scope="col" class="css-1y599xi">2019<br/>Compared to</th></tr><tr><td></td><td class="css-qz67j2">300</td><th scope="col" class="css-1pga41">2015</th><th scope="col" class="css-1pga41">2009</th></tr><tr><th scope="row" class="css-7d3slp">90th</th><td rowspan="5" class="css-1vmupgp"></td><td class="css-15aggpf">196</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>3</span></td></tr><tr><th scope="row" class="css-7d3slp">75th</th><td class="css-15aggpf">177</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>2</span></td></tr><tr><th scope="row" class="css-7d3slp">50th</th><td class="css-15aggpf">154</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>2</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>2</span></td></tr><tr><th scope="row" class="css-7d3slp">25th</th><td class="css-15aggpf">129</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>3</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>2</span></td></tr><tr><th scope="row" class="css-7d3slp">10th</th><td class="css-15aggpf">105</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>4</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><td></td><td class="css-idum2h">0</td><td></td><td colSpan="2"></td></tr></table></div></div><div class="css-wkfqbf"><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 50 50" role="img" aria-label="Arrow up icon"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg>Score increase in 2019</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="22" height="22" viewBox="0 0 50 50" role="img" aria-label="Arrow down icon"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg>Score decrease in 2019</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 33 33" role="img" aria-label="Diamond icon"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg>No significant change in 2019</span></div></div></div></div></div></div><div class="css-1gt7uwa"><p>A comparison of content area performance by percentiles in 2019 and 2015 showed the following:</p><div> <ul><li>Scores decreased in Physical Science for lower-performing students.</li><li>Scores decreased in Life Science for lower- and middle-performing students and for higher-performing students at the 75th percentile.</li><li>Scores decreased in Earth and Space Sciences for lower- and middle-performing students.</li></ul> </div><p>Please note that NAEP science content area scales are developed independently. As a result, comparisons cannot be made from one content area to another.</p></div><style data-emotion-css="mrrwn4">.css-mrrwn4{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;-webkit-box-pack:end;-webkit-justify-content:flex-end;-ms-flex-pack:end;justify-content:flex-end;margin:1.5rem 0 2.5rem;}</style><nav class="css-mrrwn4"><style data-emotion-css="fd7jpj">.css-fd7jpj{-webkit-align-items:flex-start;-webkit-box-align:flex-start;-ms-flex-align:flex-start;align-items:flex-start;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex:0 0 18rem;-ms-flex:0 0 18rem;flex:0 0 18rem;margin:1.25rem 0 0 2.5rem;}.css-fd7jpj span{margin:0 0.75rem 0 0;}.css-fd7jpj > svg{-webkit-align-self:center;-ms-flex-item-align:center;align-self:center;border-radius:50%;-webkit-flex:0 0 20px;-ms-flex:0 0 20px;flex:0 0 20px;}.css-fd7jpj:hover > svg{box-shadow:0 0 4px 0 #00000080;}</style><a 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73.55 0 5.736.792 11.327 2.059 16.775-67.448-3.01-127.296-32.402-167.354-76.848-6.966 10.896-10.924 23.513-10.924 36.99 0 25.52 14.408 48.03 36.099 61.221-13.3-.43-25.808-3.728-36.733-9.176v1.004c0 35.556 28.025 65.378 65.073 72.117-6.808 1.72-13.932 2.58-21.374 2.58-5.225 0-10.291-.43-15.2-1.29 10.292 29.248 40.374 50.468 75.84 51.041-27.866 19.786-62.856 31.542-100.855 31.542-6.492 0-12.983-.286-19.316-1.003 35.782 20.646 78.53 32.832 124.287 32.832" fill="#fff"></path></svg></button><a title="Share this by email" href="mailto:?to=&subject=&body=%0A%2Fhighlights%2Fscience%2F2019%2F%23grade-4-student-group-scores" target="_blank" class="css-jnj610">Email<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 4: Student Group Scores</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Score gains for many student groups from 2009 to 2015 while average scores decline for many student groups from 2015 to 2019</h4><h5>Scores decline for many lower- and middle-performing fourth-grade student groups compared to 2015</h5></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Changes in fourth-grade NAEP science average scores, by selected student groups: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-mwjffh"><button type="button" class="css-b3pe1u">Download chart<svg xmlns="http://www.w3.org/2000/svg" width="17" height="17" viewBox="0 0 17 17"><path d="M15 6.143h-3.429V1H6.43v5.143H3l6 6 6-6zM3 13.857v1.714h12v-1.714H3z" fill-rule="evenodd" fill="currentColor"></path></svg></button></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div><table class="css-118p3ho"><thead class="css-7hfxz0"><tr class="css-0"><style data-emotion-css="15qzc0b">.css-15qzc0b{border-right:1px solid;padding:0.5rem 1rem;text-align:left;background:#001871;border-right-color:#fff;font-weight:600;color:#fff;vertical-align:middle;border-bottom:solid 1px;}.css-15qzc0b:last-child{border-right:0;}</style><th class="css-15qzc0b">Student group</th><style data-emotion-css="knjx02">.css-knjx02{border-right:1px solid;padding:0.5rem 1rem;text-align:left;background:#001871;border-right-color:#fff;font-weight:600;color:#fff;vertical-align:middle;border-bottom:solid 1px;text-align:center;}.css-knjx02:last-child{border-right:0;}</style><th class="css-knjx02">2015 score compared to 2009</th><th class="css-knjx02">2019 score compared to 2015</th></tr></thead><style data-emotion-css="14pdcnp">.css-14pdcnp{border:solid #e7e7e8;border-width:1px 0;}.css-14pdcnp:last-child{border-bottom:0;}.css-14pdcnp td{text-align:center;}.css-14pdcnp td > span{display:inline-block;text-align:left;}.css-14pdcnp tr:not(:first-of-type) th{font-weight:400;padding-left:2rem;}</style><tbody class="css-14pdcnp"><tr class="css-0"><th class="css-wsnh8b">Gender</th><style data-emotion-css="1mf9nrl">.css-1mf9nrl{padding:0.75rem;text-align:left;border-right:1px solid #e7e7e8;padding:0.5rem 0.75rem;vertical-align:middle;}.css-1mf9nrl:last-child{border-right:0;}</style><td class="css-1mf9nrl"></td><td class="css-1mf9nrl"></td></tr><tr class="css-0"><th class="css-wsnh8b">Male</th><td value="4" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span class="css-oqh1l5">4</span></span></td><td value="-3" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span class="css-oqh1l5">3</span></span></td></tr><tr class="css-0"><th class="css-wsnh8b">Female</th><td value="4" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span class="css-oqh1l5">4</span></span></td><td value="-2" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span class="css-oqh1l5">2</span></span></td></tr></tbody><tbody class="css-14pdcnp"><tr class="css-0"><th class="css-wsnh8b">Race/ethnicity</th><td class="css-1mf9nrl"></td><td class="css-1mf9nrl"></td></tr><tr class="css-0"><th class="css-wsnh8b">White</th><td value="3" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span class="css-oqh1l5">3</span></span></td><td value="-3" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span class="css-oqh1l5">3</span></span></td></tr><tr class="css-0"><th class="css-wsnh8b">Black</th><td value="5" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span class="css-oqh1l5">5</span></span></td><td value="-3" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span class="css-oqh1l5">3</span></span></td></tr><tr class="css-0"><th class="css-wsnh8b">Hispanic</th><td value="8" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span class="css-oqh1l5">8</span></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td></tr><tr class="css-0"><th class="css-wsnh8b">Asian/Pacific Islander</th><td value="7" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 50 50" role="img" aria-label="Scored increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span class="css-oqh1l5">7</span></span></td><td value="0" class="css-1xky0au"><span><svg xmlns="http://www.w3.org/2000/svg" width="28" height="28" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span></td></tr></tbody></table><div class="css-wkfqbf"><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 50 50" role="img" aria-label="Arrow up icon"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg>Score increase</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="22" height="22" viewBox="0 0 50 50" role="img" aria-label="Arrow down icon"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg>Score decrease</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 33 33" role="img" aria-label="Diamond icon"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg>No significant change</span></div><div class="css-widpf3"><span class="css-1sujre7"><style data-emotion-css="15amv8h">.css-15amv8h{font-size:0.875rem;line-height:1.4;margin:0;padding:0;-webkit-transition:opacity 250ms 0s;transition:opacity 250ms 0s;font-size:0.8125rem;text-align:left;}.css-15amv8h var{font-style:italic;}.css-15amv8h svg{color:#007367;}button .css-15amv8h{background-color:transparent;color:#007367;outline-offset:em(2px);-webkit-text-decoration:underline;text-decoration:underline;}button .css-15amv8h:hover,button .css-15amv8h:focus{-webkit-text-decoration:none;text-decoration:none;}</style><span class="css-15amv8h">NOTE: Results are not shown for the racial/ethnic categories “American Indian/Alaska Native” and “Two or More Races.”</span></span></div></div></div></div></div></div></div><div class="css-1gt7uwa"><p>While many reported student groups made score gains in science from 2009 to 2015, average scores either declined or did not significantly change for most student groups from 2015 to 2019. The graphic above shows examples of this pattern in student performance by gender and race/ethnicity.</p><p>In addition, science scores in 2019 declined for lower- and middle-performing students across many selected student groups at fourth grade in comparison to 2015. </p><p>Download a <a href="/highlights/science/2019/supporting_files/2019_SCI_G4_score_changes_by_student_groups.xlsx">data table summarizing the full set of results for fourth-grade student group scores by percentile (.xlsx)</a>.</p><p>In 2019, there were no significant changes in score gaps compared to 2015 for most reported student groups in fourth-grade science. While there was no significant change in the 2019 average science score for White students compared to 2009, scores at fourth grade increased for Black, Hispanic, and American Indian/Alaska Native students and students of Two or More Races. The score gains from 2009 to 2019 for these student groups contributed to a narrowing of the score gaps between these groups and their White peers.</p><p>In 2019, many student groups also had lower content area scores compared to 2015. For example, scores declined for </p><div> <ul><li>male and female students in Life Science and Earth and Space Sciences;</li><li>White students in Life Science and Earth and Space Sciences; Black and Hispanic students in Life Science; and</li><li>students eligible for the <a href="#" role="button" data-glossary-id="national-school-lunch-program-nslp"><span class="glossary-item-text">NSLP</span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> in all three content areas and students not eligible for the <a href="#" role="button" data-glossary-id="national-school-lunch-program-nslp"><span class="glossary-item-text">NSLP</span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> in Life Science and Earth and Space Sciences.</li></ul> </div></div><nav class="css-mrrwn4"><a href="/science/nation/groups/?grade=4" class="css-fd7jpj"><span>Explore detailed student group score and score gap results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a><a href="/science/nation/content-areas/?grade=4" class="css-fd7jpj"><span>Explore detailed content area results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav></div></div><div id="grade-4-achievement-level-results" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" 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5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 4: NAEP Achievement-Level Results</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Twenty-seven percent of fourth-grade students performed below <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><em>NAEP Basic</em></span><span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></a> in science, larger compared to 2015</h4><h5>Thirty-six percent of fourth-graders at or above <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><em>NAEP Proficient</em></span><span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></a>, lower compared to 2015</h5></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> NAEP achievement-level results in NAEP science for fourth-grade students: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-112jqer"><div class="css-6c9wkh">Display As</div><div class="css-vw8adh"><button class="base-toggle-button css-mdgpps"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><g fill="none" fill-rule="evenodd"><path d="M13.667 3H4.333C3.6 3 3 3.6 3 4.333v9.334C3 14.4 3.6 15 4.333 15h9.334C14.4 15 15 14.4 15 13.667V4.333C15 3.6 14.4 3 13.667 3z" class="css-m0e7d9"></path><path d="M7 12.333H5.667V7.667H7zM9.667 12.333H8.333V5.667h1.334zM12.333 12.333H11V9.667h1.333z" class="css-1i55v2r"></path></g></svg><span class="css-1bfe3gv">Graph</span></button><button class="base-toggle-button css-il3rr0"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><path fill-rule="evenodd" d="M3 3v12h12V3H3zm5.333 10.667h-4v-4h4v4zm0-5.334h-4v-4h4v4zm5.334 5.334h-4v-4h4v4zm0-5.334h-4v-4h4v4z" class="css-yqahow"></path></svg><span class="css-1bfe3gv">Table</span></button></div></div><div class="css-mwjffh"><button type="button" class="css-b3pe1u">Download chart<svg 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3 1.34 3 3s-1.34 3-3 3-3-1.34-3-3 1.34-3 3-3zm.334 1.334H6V6H4.667v.667H6V8h.667V6.667H8V6H6.667V4.667z"></path></mask><g mask="url(#zoom-in-icon-mask)"><path d="M0 0h33.333v33.333H0z" transform="translate(-8.667 -8.667)" fill="currentColor"></path></g></g></svg></button></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><svg width="590" height="115"><g transform="translate(60, 65)"><style data-emotion-css="fig5da">.css-fig5da{fill:currentColor;font-weight:600;text-transform:uppercase;text-anchor:middle;}</style><text class="css-fig5da"><tspan y="40" dy="0em" x="250">Percent</tspan></text><style data-emotion-css="148786t">.css-148786t{stroke:#808184;}</style><line x1="0" x2="500" y1="0" y2="0" class="css-148786t"></line><style data-emotion-css="1rtph3h">.css-1rtph3h text{fill:currentColor;font-size:0.875rem;text-anchor:middle;}</style><g transform="translate(0,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">100</text></g><g transform="translate(25,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">90</text></g><g transform="translate(50,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">80</text></g><g transform="translate(75,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">70</text></g><g transform="translate(100,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">60</text></g><g transform="translate(125,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">50</text></g><g transform="translate(150,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">40</text></g><g transform="translate(175,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">30</text></g><g transform="translate(200,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">20</text></g><g transform="translate(225,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">10</text></g><g transform="translate(250,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">0</text></g><g transform="translate(275,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">10</text></g><g transform="translate(300,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">20</text></g><g transform="translate(325,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">30</text></g><g transform="translate(350,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">40</text></g><g transform="translate(375,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">50</text></g><g transform="translate(400,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">60</text></g><g transform="translate(425,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">70</text></g><g transform="translate(450,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">80</text></g><g transform="translate(475,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">90</text></g><g transform="translate(500,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">100</text></g></g><g transform="translate(60,65)"><style data-emotion-css="yruc1v">.css-yruc1v{fill:currentColor;font-weight:600;text-transform:uppercase;font-weight:700;}</style><text text-anchor="end" x="-10" class="css-yruc1v">Year</text><style data-emotion-css="19fld25">.css-19fld25{stroke:#007367;stroke-width:3;}</style><line x1="250" x2="250" y1="-30" y2="5" class="css-19fld25"></line></g><g transform="translate(60,45)"><g transform="translate(250)"><style data-emotion-css="15pfhwh">.css-15pfhwh{fill:currentColor;text-anchor:middle;}.css-15pfhwh tspan{font-style:italic;font-weight:600;}.css-15pfhwh tspan:first-of-type{font-style:normal;}</style><text class="css-15pfhwh"><tspan x="0" y="0em">Below</tspan><tspan x="0" y="1.1em">NAEP Basic</tspan></text></g><g transform="translate(250)"><style data-emotion-css="1cwk2g4">.css-1cwk2g4 svg{color:inherit;-webkit-transition:none;transition:none;}.css-1cwk2g4:hover svg{color:#c69214;}</style><a href="#" role="button" class="css-1cwk2g4"><style data-emotion-css="1y2448w">.css-1y2448w{fill:#007367;text-anchor:middle;}.css-1y2448w tspan{font-style:italic;font-weight:600;}</style><text class="css-1y2448w"><tspan x="0" y="0em">NAEP</tspan><tspan x="0" y="1.1em">Basic</tspan></text><svg height="20" width="20" viewBox="0 0 17 17" x="-10" y="-40"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></a></g><g transform="translate(250)"><a href="#" role="button" class="css-1cwk2g4"><text class="css-1y2448w"><tspan x="0" y="0em">NAEP</tspan><tspan x="0" y="1.1em">Proficient</tspan></text><svg height="20" width="20" viewBox="0 0 17 17" x="-10" y="-40"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></a></g><g transform="translate(250)"><a href="#" role="button" class="css-1cwk2g4"><text class="css-1y2448w"><tspan x="0" y="0em">NAEP</tspan><tspan x="0" y="1.1em">Advanced</tspan></text><svg height="20" width="20" viewBox="0 0 17 17" x="-10" y="-40"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></a></g></g></svg></div><style data-emotion-css="18aazjp">.css-18aazjp{background-color:#fff;bottom:0;left:0;min-width:31.25rem;min-height:12.5rem;opacity:0.75;position:absolute;right:0;top:0;}</style><div class="css-18aazjp"><style data-emotion-css="es27z1">.css-es27z1{left:50%;margin-right:-50%;position:absolute;top:50%;-webkit-transform:translate(-50%,-50%);-ms-transform:translate(-50%,-50%);transform:translate(-50%,-50%);}</style><div class="css-es27z1">Loading...</div></div></div></div><div class="css-1uawx74"><div class="css-m007jo"><div class="css-8om7fn"><div class="css-widpf3"><span class="css-1sujre7"><span class="css-15amv8h">NOTE: NAEP achievement levels are to be used on a trial basis and should be interpreted and used with caution.</span></span></div></div></div></div></div></div><div class="css-1gt7uwa"><p>The percentage of students performing at or above the <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Proficient</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> level was 2 percentage points lower compared to 2015, whereas the percentage of students who performed below the <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Basic</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> level increased by 3 percentage points.</p><p>Compared to 2009, the percentage of students who performed at or above <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Proficient</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> was higher in 2019, while the percentage of students who performed below <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Basic</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> was not significantly different.</p></div><nav class="css-mrrwn4"><a href="/science/nation/achievement/?grade=4" class="css-fd7jpj"><span>Explore detailed achievement-level results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav></div></div><div id="grade-4-student-experiences" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M18 16.08c-.76 0-1.44.3-1.96.77L8.91 12.7c.05-.23.09-.46.09-.7s-.04-.47-.09-.7l7.05-4.11c.54.5 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href="mailto:?to=&subject=&body=%0A%2Fhighlights%2Fscience%2F2019%2F%23grade-4-student-experiences" target="_blank" class="css-jnj610">Email<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 4: Student Experiences with Scientific Inquiry</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Thirty percent of fourth-graders participate in scientific inquiry-related classroom activities from <em>never to once or twice a year</em></h4><h5>Larger percentage of lower-performing than higher-performing fourth-graders have teachers reporting that their students rarely participate in scientific inquiry-related activities</h5></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Percentage of fourth-grade students in NAEP science, by the average frequency with which their teachers reported students' participation in inquiry-related activities in science class: 2019</div><style data-emotion-css="11bfvdh">.css-11bfvdh{height:1px;left:-10000px;overflow:hidden;position:absolute;top:auto;width:1px;}</style><div class="css-11bfvdh">See the accessible version of this chart in the NAEP Data Explorer: <a href="/ndecore/shareredirect?su=NDE&fr=3&sht=REPORT&sb=SCI&sc=SRPUV&gr=4&ju=NT&st=MN-MN--RP-RP&vr=TSINQR-false&yr=2019R3">/ndecore/shareredirect?su=NDE&fr=3&sht=REPORT&sb=SCI&sc=SRPUV&gr=4&ju=NT&st=MN-MN--RP-RP&vr=TSINQR-false&yr=2019R3</a></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div class="css-1q2lbmy"><img alt="Chart of percentage of students who gave each response. See provided NAEP Data Explorer link for data." src="/highlights/science/2019/images_main/SG4_Inquiry-activity.svg" height="223" width="554"/></div></div></div></div></div></div><div class="css-1gt7uwa"><p>As part of the 2019 NAEP science assessment, teachers of fourth-graders were asked how often (<em>never</em>, <em>about once or twice a year</em>, <em>about once or twice a month</em>, <em>about once or twice a week</em>, or <em>every day or almost every day</em>) their students did various activities in class, including four types of activities that involved scientific inquiry: working with other students on a science activity or project, talking about the measurements and results from their hands-on activities, discussing the kinds of problems that engineers can solve, and figuring out different ways to solve a science problem. </p><p>In 2019, thirty percent of all fourth-grade students in the nation had teachers who reported students’ frequency of participation in the four scientific inquiry-related activities as ranging from <em>never to</em> <em>once or twice a year</em>. Larger percentages of lower-performing students (below the 25th percentile) than higher-performing students (at or above the 75th percentile) had teachers who reported that their students <em>never</em> or <em>about once or twice a year</em> participated in the following inquiry-related activities: </p><div> <ul><li>worked with other students on a science activity or project; </li><li>talked about the measurements and results from their hands-on activities; and </li><li>figured out different ways to solve a science problem.</li></ul> </div><p>See a data table summarizing the full set of results for fourth-grade student experiences with scientific inquiry by percentile in the <a href="/science/student-experiences/?grade=4">Report Card</a>.</p></div><nav class="css-mrrwn4"><a href="/science/student-experiences/?grade=4" class="css-fd7jpj"><span>Explore detailed data about student experiences in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav></div></div><div id="grade-8-percentile-content-area-scores" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M18 16.08c-.76 0-1.44.3-1.96.77L8.91 12.7c.05-.23.09-.46.09-.7s-.04-.47-.09-.7l7.05-4.11c.54.5 1.25.81 2.04.81 1.66 0 3-1.34 3-3s-1.34-3-3-3-3 1.34-3 3c0 .24.04.47.09.7L8.04 9.81C7.5 9.31 6.79 9 6 9c-1.66 0-3 1.34-3 3s1.34 3 3 3c.79 0 1.5-.31 2.04-.81l7.12 4.16c-.05.21-.08.43-.08.65 0 1.61 1.31 2.92 2.92 2.92s2.92-1.31 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15.833-10.323 29.608-23.37 40.532-38.137-14.566 5.878-30.24 9.75-46.707 11.613 16.783-9.032 29.608-23.513 35.783-40.718-15.675 8.459-33.09 14.48-51.615 17.778-14.883-14.337-35.94-23.226-59.215-23.226-44.807 0-81.223 32.976-81.223 73.55 0 5.736.792 11.327 2.059 16.775-67.448-3.01-127.296-32.402-167.354-76.848-6.966 10.896-10.924 23.513-10.924 36.99 0 25.52 14.408 48.03 36.099 61.221-13.3-.43-25.808-3.728-36.733-9.176v1.004c0 35.556 28.025 65.378 65.073 72.117-6.808 1.72-13.932 2.58-21.374 2.58-5.225 0-10.291-.43-15.2-1.29 10.292 29.248 40.374 50.468 75.84 51.041-27.866 19.786-62.856 31.542-100.855 31.542-6.492 0-12.983-.286-19.316-1.003 35.782 20.646 78.53 32.832 124.287 32.832" fill="#fff"></path></svg></button><a title="Share this by email" href="mailto:?to=&subject=&body=%0A%2Fhighlights%2Fscience%2F2019%2F%23grade-8-percentile-content-area-scores" target="_blank" class="css-jnj610">Email<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 8: Percentile and Content Area Scores</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Decrease in science score for lowest-performing eighth-grade students compared to 2015</h4></div><div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Changes in eighth-grade NAEP science scores at selected percentiles: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-112jqer"><div class="css-6c9wkh">Display As</div><div class="css-vw8adh"><button class="base-toggle-button css-mdgpps"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><g fill="none" fill-rule="evenodd"><path d="M13.667 3H4.333C3.6 3 3 3.6 3 4.333v9.334C3 14.4 3.6 15 4.333 15h9.334C14.4 15 15 14.4 15 13.667V4.333C15 3.6 14.4 3 13.667 3z" class="css-m0e7d9"></path><path d="M7 12.333H5.667V7.667H7zM9.667 12.333H8.333V5.667h1.334zM12.333 12.333H11V9.667h1.333z" class="css-1i55v2r"></path></g></svg><span class="css-1bfe3gv">Graph</span></button><button class="base-toggle-button css-il3rr0"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><path fill-rule="evenodd" d="M3 3v12h12V3H3zm5.333 10.667h-4v-4h4v4zm0-5.334h-4v-4h4v4zm5.334 5.334h-4v-4h4v4zm0-5.334h-4v-4h4v4z" class="css-yqahow"></path></svg><span class="css-1bfe3gv">Table</span></button></div></div></div><div data-ets-download-ignore="true" class="css-rtde4j"><div style="margin-bottom:1rem"><div class="css-112jqer"><div class="css-6c9wkh">Change from</div><div class="css-vw8adh"><button class="base-toggle-button css-mdgpps"><span class="css-1bfe3gv">2015 (prior year)</span></button><button class="base-toggle-button css-il3rr0"><span class="css-1bfe3gv">2009 (base year)</span></button></div></div></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div><img src="/highlights/science/2019/assets/selected-percentiles/G8-2015.svg" alt="Chart of change from 2015 (prior year) to 2019, Grade 8"/></div></div></div></div><div class="css-1uawx74"><div class="css-m007jo"><div class="css-8om7fn"><h5 class="css-4mj57d">Legend</h5><div class="css-widpf3"><span class="css-1pes7m0"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="50" viewBox="0 0 50 50"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">Score increase in 2019</span></span></div><div class="css-widpf3"><span class="css-1pes7m0"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="50" viewBox="0 0 50 50"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">Score decrease in 2019</span></span></div><div class="css-widpf3"><span class="css-1pes7m0"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="33" viewBox="0 0 33 33"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">No significant change in 2019</span></span></div><button class="css-17d8njl"><span class="css-1sujre7"><span class="css-1tx3q4u">Explain percentiles<span class="css-nh9kqa"> <span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></span></span></span></button></div></div></div></div></div></div><div class="css-1gt7uwa"><p>While the average science score was not significantly different in 2019 compared to 2015, the score decreased for the lowest-performing eighth-grade students at the 10th percentile. Scores were not significantly different across the performance distribution for most student groups compared to 2015. </p><p>Compared to 2009, the higher average score for eighth-graders consisted of score increases for students at all five selected percentiles and for most reported student groups.</p><p>Download a <a href="/highlights/science/2019/supporting_files/2019_SCI_G8_score_changes_by_student_groups.xlsx">data table summarizing the full set of results for eighth-grade student group scores by percentile (.xlsx)</a>.</p><h4 class="css-ppkr7">Scores decline for lowest-performing eighth-grade students in all three content areas compared to 2015; scores increase for higher-performing students in two content areas</h4></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Changes in eighth-grade NAEP science scores at selected percentiles, by content area: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-mwjffh"><button type="button" class="css-b3pe1u">Download chart<svg xmlns="http://www.w3.org/2000/svg" width="17" height="17" viewBox="0 0 17 17"><path d="M15 6.143h-3.429V1H6.43v5.143H3l6 6 6-6zM3 13.857v1.714h12v-1.714H3z" fill-rule="evenodd" fill="currentColor"></path></svg></button></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div class="css-1vc81gz"><div><table class="css-1ewbv4q"><caption class="css-1cs20mk">Physical Science</caption><tr><th rowspan="8" scope="row" class="css-js1re4"><span class="css-7f8hj7">Percentiles</span></th><td></td><td></td><th rowspan="2" scope="col" class="css-1y599xi">2019<br/>score</th><th colSpan="2" scope="col" class="css-1y599xi">2019<br/>Compared to</th></tr><tr><td></td><td class="css-qz67j2">300</td><th scope="col" class="css-1pga41">2015</th><th scope="col" class="css-1pga41">2009</th></tr><tr><th scope="row" class="css-7d3slp">90th</th><td rowspan="5" class="css-1vmupgp"></td><td class="css-15aggpf">196</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>2</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>4</span></td></tr><tr><th scope="row" class="css-7d3slp">75th</th><td class="css-15aggpf">178</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>2</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>4</span></td></tr><tr><th scope="row" class="css-7d3slp">50th</th><td class="css-15aggpf">156</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>4</span></td></tr><tr><th scope="row" class="css-7d3slp">25th</th><td class="css-15aggpf">131</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>3</span></td></tr><tr><th scope="row" class="css-7d3slp">10th</th><td class="css-15aggpf">106</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>3</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><td></td><td class="css-idum2h">0</td><td></td><td colSpan="2"></td></tr></table></div><div><table class="css-1ewbv4q"><caption class="css-1cs20mk">Life Science</caption><tr><th rowspan="8" scope="row" class="css-js1re4"><span class="css-7f8hj7">Percentiles</span></th><td></td><td></td><th rowspan="2" scope="col" class="css-1y599xi">2019<br/>score</th><th colSpan="2" scope="col" class="css-1y599xi">2019<br/>Compared to</th></tr><tr><td></td><td class="css-qz67j2">300</td><th scope="col" class="css-1pga41">2015</th><th scope="col" class="css-1pga41">2009</th></tr><tr><th scope="row" class="css-7d3slp">90th</th><td rowspan="5" class="css-1vmupgp"></td><td class="css-15aggpf">199</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>3</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>6</span></td></tr><tr><th scope="row" class="css-7d3slp">75th</th><td class="css-15aggpf">181</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>2</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>7</span></td></tr><tr><th scope="row" class="css-7d3slp">50th</th><td class="css-15aggpf">159</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>6</span></td></tr><tr><th scope="row" class="css-7d3slp">25th</th><td class="css-15aggpf">133</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>5</span></td></tr><tr><th scope="row" class="css-7d3slp">10th</th><td class="css-15aggpf">106</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>4</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><td></td><td class="css-idum2h">0</td><td></td><td colSpan="2"></td></tr></table></div><div><table class="css-1ewbv4q"><caption class="css-1cs20mk">Earth and Space Sciences</caption><tr><th rowspan="8" scope="row" class="css-js1re4"><span class="css-7f8hj7">Percentiles</span></th><td></td><td></td><th rowspan="2" scope="col" class="css-1y599xi">2019<br/>score</th><th colSpan="2" scope="col" class="css-1y599xi">2019<br/>Compared to</th></tr><tr><td></td><td class="css-qz67j2">300</td><th scope="col" class="css-1pga41">2015</th><th scope="col" class="css-1pga41">2009</th></tr><tr><th scope="row" class="css-7d3slp">90th</th><td rowspan="5" class="css-1vmupgp"></td><td class="css-15aggpf">194</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">75th</th><td class="css-15aggpf">176</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>2</span></td></tr><tr><th scope="row" class="css-7d3slp">50th</th><td class="css-15aggpf">155</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>2</span></td></tr><tr><th scope="row" class="css-7d3slp">25th</th><td class="css-15aggpf">129</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>2</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">10th</th><td class="css-15aggpf">103</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>4</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><td></td><td class="css-idum2h">0</td><td></td><td colSpan="2"></td></tr></table></div></div><div class="css-wkfqbf"><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 50 50" role="img" aria-label="Arrow up icon"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg>Score increase in 2019</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="22" height="22" viewBox="0 0 50 50" role="img" aria-label="Arrow down icon"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg>Score decrease in 2019</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 33 33" role="img" aria-label="Diamond icon"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg>No significant change in 2019</span></div></div></div></div></div></div><div class="css-1gt7uwa"><p>There were no significant changes in average scores across the three content areas in 2019 compared to 2015. However, there were changes in percentile scores as follows:</p><div> <ul><li>Scores decreased for students at the 10th percentile in Physical Science, Life Science, and Earth and Space Sciences and for students at the 25th percentile in Earth and Space Sciences.</li><li>Scores increased for students at the 75th and 90th percentiles in Physical Science and Life Science.</li></ul> </div><p>Please note that NAEP science content area scales are developed independently. As a result, comparisons cannot be made from one content area to another.</p></div><nav class="css-mrrwn4"><a href="/science/nation/content-areas/?grade=8" class="css-fd7jpj"><span>Explore detailed content area results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a><a href="/science/nation/groups/?grade=8" class="css-fd7jpj"><span>Explore detailed student group score and score gap results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav></div></div><div id="grade-8-student-group-scores-score-gaps" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M18 16.08c-.76 0-1.44.3-1.96.77L8.91 12.7c.05-.23.09-.46.09-.7s-.04-.47-.09-.7l7.05-4.11c.54.5 1.25.81 2.04.81 1.66 0 3-1.34 3-3s-1.34-3-3-3-3 1.34-3 3c0 .24.04.47.09.7L8.04 9.81C7.5 9.31 6.79 9 6 9c-1.66 0-3 1.34-3 3s1.34 3 3 3c.79 0 1.5-.31 2.04-.81l7.12 4.16c-.05.21-.08.43-.08.65 0 1.61 1.31 2.92 2.92 2.92s2.92-1.31 2.92-2.92-1.31-2.92-2.92-2.92z"></path></svg></button><div class="css-8nebjc"><button aria-label="Share this on Facebook" class="css-1c1spnm">Facebook<svg data-name="Ebene 1" viewBox="0 0 1024 1024" width="1em" 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0-81.223 32.976-81.223 73.55 0 5.736.792 11.327 2.059 16.775-67.448-3.01-127.296-32.402-167.354-76.848-6.966 10.896-10.924 23.513-10.924 36.99 0 25.52 14.408 48.03 36.099 61.221-13.3-.43-25.808-3.728-36.733-9.176v1.004c0 35.556 28.025 65.378 65.073 72.117-6.808 1.72-13.932 2.58-21.374 2.58-5.225 0-10.291-.43-15.2-1.29 10.292 29.248 40.374 50.468 75.84 51.041-27.866 19.786-62.856 31.542-100.855 31.542-6.492 0-12.983-.286-19.316-1.003 35.782 20.646 78.53 32.832 124.287 32.832" fill="#fff"></path></svg></button><a title="Share this by email" href="mailto:?to=&subject=&body=%0A%2Fhighlights%2Fscience%2F2019%2F%23grade-8-student-group-scores-score-gaps" target="_blank" class="css-jnj610">Email<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 8: Student Group Score Gaps</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Gender score gap at grade 8 smaller compared to 2015 and 2009</h4><h5>White–Black and White–Hispanic score gaps smaller compared to 2009</h5></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Changes in eighth-grade NAEP science score gaps, by gender and race/ethnicity: 2009, 2015, and 2019</div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div class="css-1q2lbmy"><img alt="Male female score gap in 2019 was 1 point, in 2015 was 3 points, and in 2009 was 4 points. Gaps in 2015 and 2009 were significantly different from 2019. Within year gap in 2019 was not significant. Within year gap in 2015 and 2009 was significant. White and Black gap in 2019 was 32 points, in 2015 was 34 points, and in 2009 was 36 points. Within year gap for all three years was significant. 2009 was significantly different from 2019. White and Hispanic gap in 2019 was 24 points, in 2015 was 26 points, and in 2009 was 30 points. Gap in 2009 was significantly different from 2019. Within year gap for all three years was significantly different." src="/highlights/science/2019/images_main/SG8_Highlights_ScoreGap.svg" height="180" width="501"/></div></div></div></div><div class="css-1uawx74"><div class="css-m007jo"><div class="css-8om7fn"><h5 class="css-4mj57d">Legend</h5><div class="css-widpf3"><span class="css-1pes7m0"><style data-emotion-css="1u9zvkf">.css-1u9zvkf{height:30px;width:30px;}</style><svg height="30" width="30" viewBox="0 0 40 40" class="css-1u9zvkf"><g transform="translate(20, 20)"><style data-emotion-css="7n49">.css-7n49{fill:#001871;}</style><path d="M14.927053303604616,0A14.927053303604616,14.927053303604616,0,1,1,-14.927053303604616,0A14.927053303604616,14.927053303604616,0,1,1,14.927053303604616,0" class="css-7n49"></path></g></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">Significant difference within year</span></span></div><div class="css-widpf3"><span class="css-1pes7m0"><svg height="30" width="30" viewBox="0 0 40 40" class="css-1u9zvkf"><g transform="translate(20, 20)"><style data-emotion-css="o3muhg">.css-o3muhg{fill:#767676;}</style><path d="M0,-18.708286933869708L18.708286933869708,0L0,18.708286933869708L-18.708286933869708,0Z" class="css-o3muhg"></path></g></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">No significant difference within year</span></span></div><div class="css-widpf3"><span class="css-1pes7m0"><style data-emotion-css="u752cq">.css-u752cq{height:30px;width:30px;color:#1b1b1b;display:inline-block;font-size:1.75rem;font-weight:400;margin:0;padding:0;position:relative;text-align:center;-webkit-text-decoration:none;text-decoration:none;top:-6px;}</style><span class="css-u752cq">*</span></span><span class="css-1sujre7"><span class="css-1tx3q4u">Significantly different (<var>p</var> < .05) from 2019.</span></span></div></div></div></div></div></div><div class="css-1gt7uwa"><p>While there were no significant changes in score gaps for most student groups in 2019 compared to 2015, the gender gap narrowed.  The 1-point score difference between male and female students in 2019 was smaller than the 3-point score gap in 2015 and the 4-point score gap in 2009. Male students scored higher than their female peers in 2009 and in 2015 while there was no significant difference between the two groups in 2019.</p><p>Score gaps were smaller for several other reported student groups in comparison to 2009. For example, the score gaps between White students and their Black and Hispanic peers were smaller in 2019 than in 2009. Greater score gains in science from 2009 to 2019 for Black and Hispanic students contributed to a narrowing of the score gaps between these groups and their White peers.</p></div><nav class="css-mrrwn4"><a href="/science/nation/content-areas/?grade=8" class="css-fd7jpj"><span>Explore detailed content area results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a><a href="/science/nation/groups/?grade=8" class="css-fd7jpj"><span>Explore detailed student group score and score gap results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav></div></div><div id="grade-8-achievement-level-results" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M18 16.08c-.76 0-1.44.3-1.96.77L8.91 12.7c.05-.23.09-.46.09-.7s-.04-.47-.09-.7l7.05-4.11c.54.5 1.25.81 2.04.81 1.66 0 3-1.34 3-3s-1.34-3-3-3-3 1.34-3 3c0 .24.04.47.09.7L8.04 9.81C7.5 9.31 6.79 9 6 9c-1.66 0-3 1.34-3 3s1.34 3 3 3c.79 0 1.5-.31 2.04-.81l7.12 4.16c-.05.21-.08.43-.08.65 0 1.61 1.31 2.92 2.92 2.92s2.92-1.31 2.92-2.92-1.31-2.92-2.92-2.92z"></path></svg></button><div class="css-8nebjc"><button aria-label="Share this on Facebook" 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35.783-40.718-15.675 8.459-33.09 14.48-51.615 17.778-14.883-14.337-35.94-23.226-59.215-23.226-44.807 0-81.223 32.976-81.223 73.55 0 5.736.792 11.327 2.059 16.775-67.448-3.01-127.296-32.402-167.354-76.848-6.966 10.896-10.924 23.513-10.924 36.99 0 25.52 14.408 48.03 36.099 61.221-13.3-.43-25.808-3.728-36.733-9.176v1.004c0 35.556 28.025 65.378 65.073 72.117-6.808 1.72-13.932 2.58-21.374 2.58-5.225 0-10.291-.43-15.2-1.29 10.292 29.248 40.374 50.468 75.84 51.041-27.866 19.786-62.856 31.542-100.855 31.542-6.492 0-12.983-.286-19.316-1.003 35.782 20.646 78.53 32.832 124.287 32.832" fill="#fff"></path></svg></button><a title="Share this by email" href="mailto:?to=&subject=&body=%0A%2Fhighlights%2Fscience%2F2019%2F%23grade-8-achievement-level-results" target="_blank" class="css-jnj610">Email<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 8: NAEP Achievement-Level Results</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Thirty-three percent of eighth-grade students perform below <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><em>NAEP Basic</em></span><span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></a> in science, not significantly different compared to 2015</h4><h5>Thirty-five percent of eighth-graders at or above <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><em>NAEP Proficient</em></span><span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></a>, not significantly different compared to 2015</h5></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> NAEP achievement-level results in NAEP science for eighth-grade students: Various years, 2009–2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-112jqer"><div class="css-6c9wkh">Display As</div><div class="css-vw8adh"><button class="base-toggle-button css-mdgpps"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><g fill="none" fill-rule="evenodd"><path d="M13.667 3H4.333C3.6 3 3 3.6 3 4.333v9.334C3 14.4 3.6 15 4.333 15h9.334C14.4 15 15 14.4 15 13.667V4.333C15 3.6 14.4 3 13.667 3z" class="css-m0e7d9"></path><path d="M7 12.333H5.667V7.667H7zM9.667 12.333H8.333V5.667h1.334zM12.333 12.333H11V9.667h1.333z" class="css-1i55v2r"></path></g></svg><span class="css-1bfe3gv">Graph</span></button><button class="base-toggle-button css-il3rr0"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><path fill-rule="evenodd" d="M3 3v12h12V3H3zm5.333 10.667h-4v-4h4v4zm0-5.334h-4v-4h4v4zm5.334 5.334h-4v-4h4v4zm0-5.334h-4v-4h4v4z" class="css-yqahow"></path></svg><span class="css-1bfe3gv">Table</span></button></div></div><div class="css-mwjffh"><button type="button" class="css-b3pe1u">Download chart<svg xmlns="http://www.w3.org/2000/svg" width="17" height="17" viewBox="0 0 17 17"><path d="M15 6.143h-3.429V1H6.43v5.143H3l6 6 6-6zM3 13.857v1.714h12v-1.714H3z" fill-rule="evenodd" fill="currentColor"></path></svg></button></div></div><div data-ets-download-ignore="true" class="css-rtde4j"><div class="css-112jqer"><div class="css-6c9wkh">Baseline</div><div class="css-vw8adh"><button class="base-toggle-button css-il3rr0"><span class="css-1bfe3gv"><em>NAEP Basic</em></span></button><button class="base-toggle-button css-mdgpps"><span class="css-1bfe3gv"><em>NAEP Proficient</em></span></button></div></div><div class="css-198uytt"><button class="css-1n08v6v">Hide achievement-level breakdown<svg width="12" height="12" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 12 12"><g transform="translate(-2 -2)" fill="none" fill-rule="evenodd"><mask id="zoom-in-icon-mask" fill="#fff"><path d="M10.333 9.333h-.526l-.187-.18a4.314 4.314 0 001.047-2.82 4.333 4.333 0 10-4.334 4.334c1.074 0 2.06-.394 2.82-1.047l.18.187v.526l3.334 3.327.993-.993-3.327-3.334zm-4-6c1.66 0 3 1.34 3 3s-1.34 3-3 3-3-1.34-3-3 1.34-3 3-3zm.334 1.334H6V6H4.667v.667H6V8h.667V6.667H8V6H6.667V4.667z"></path></mask><g mask="url(#zoom-in-icon-mask)"><path d="M0 0h33.333v33.333H0z" transform="translate(-8.667 -8.667)" fill="currentColor"></path></g></g></svg></button></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><svg width="590" height="115"><g transform="translate(60, 65)"><text class="css-fig5da"><tspan y="40" dy="0em" x="250">Percent</tspan></text><line x1="0" x2="500" y1="0" y2="0" class="css-148786t"></line><g transform="translate(0,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">100</text></g><g transform="translate(25,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">90</text></g><g transform="translate(50,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">80</text></g><g transform="translate(75,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">70</text></g><g transform="translate(100,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">60</text></g><g transform="translate(125,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">50</text></g><g transform="translate(150,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">40</text></g><g transform="translate(175,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">30</text></g><g transform="translate(200,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">20</text></g><g transform="translate(225,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">10</text></g><g transform="translate(250,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">0</text></g><g transform="translate(275,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">10</text></g><g transform="translate(300,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">20</text></g><g transform="translate(325,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">30</text></g><g transform="translate(350,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">40</text></g><g transform="translate(375,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">50</text></g><g transform="translate(400,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">60</text></g><g transform="translate(425,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">70</text></g><g transform="translate(450,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">80</text></g><g transform="translate(475,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">90</text></g><g transform="translate(500,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">100</text></g></g><g transform="translate(60,65)"><text text-anchor="end" x="-10" class="css-yruc1v">Year</text><line x1="250" x2="250" y1="-30" y2="5" class="css-19fld25"></line></g><g transform="translate(60,45)"><g transform="translate(250)"><text class="css-15pfhwh"><tspan x="0" y="0em">Below</tspan><tspan x="0" y="1.1em">NAEP Basic</tspan></text></g><g transform="translate(250)"><a href="#" role="button" class="css-1cwk2g4"><text class="css-1y2448w"><tspan x="0" y="0em">NAEP</tspan><tspan x="0" y="1.1em">Basic</tspan></text><svg height="20" width="20" viewBox="0 0 17 17" x="-10" y="-40"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></a></g><g transform="translate(250)"><a href="#" role="button" class="css-1cwk2g4"><text class="css-1y2448w"><tspan x="0" y="0em">NAEP</tspan><tspan x="0" y="1.1em">Proficient</tspan></text><svg height="20" width="20" viewBox="0 0 17 17" x="-10" y="-40"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></a></g><g transform="translate(250)"><a href="#" role="button" class="css-1cwk2g4"><text class="css-1y2448w"><tspan x="0" y="0em">NAEP</tspan><tspan x="0" y="1.1em">Advanced</tspan></text><svg height="20" width="20" viewBox="0 0 17 17" x="-10" y="-40"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></a></g></g></svg></div><div class="css-18aazjp"><div class="css-es27z1">Loading...</div></div></div></div><div class="css-1uawx74"><div class="css-m007jo"><div class="css-8om7fn"><div class="css-widpf3"><span class="css-1sujre7"><span class="css-15amv8h">NOTE: NAEP achievement levels are to be used on a trial basis and should be interpreted and used with caution.</span></span></div></div></div></div></div></div><div class="css-1gt7uwa"><p>In 2019, there were no significant changes in the percentages of students performing at or above <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Proficient</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> or below <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Basic</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> on the science assessment compared to 2015.  </p><p>The percentages of students who performed at or above <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Proficient</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> and at <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Advanced</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> were higher in 2019 than in 2009; the percentage of students who performed below <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Basic</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> was lower. </p></div><nav class="css-mrrwn4"><a href="/science/nation/achievement/?grade=8" class="css-fd7jpj"><span>Explore detailed science achievement-level results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 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fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 8: Student Experiences with Scientific Inquiry</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Forty-two percent of eighth-graders participate in scientific inquiry-related classroom activities from <em>never to once in a while</em></h4><h5>Larger percentage of lower-performing than higher-performing eighth-graders rarely participate in scientific inquiry-related activities</h5></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Percentage of eighth-grade students in NAEP science, by the average frequency with which they reported participating in inquiry-related activities in their science class: 2019</div><div class="css-11bfvdh">See the accessible version of this chart in the NAEP Data Explorer: <a href="/ndecore/shareredirect?su=NDE&fr=3&sht=REPORT&sb=SCI&sc=SRPUV&gr=8&ju=NT&st=MN-MN--RP-RP&vr=SINQ08-false&yr=2019R3">/ndecore/shareredirect?su=NDE&fr=3&sht=REPORT&sb=SCI&sc=SRPUV&gr=8&ju=NT&st=MN-MN--RP-RP&vr=SINQ08-false&yr=2019R3</a></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div class="css-1q2lbmy"><img alt="Chart of percentage of students who gave each response. See provided NAEP Data Explorer link for data." src="/highlights/science/2019/images_main/SG8_Inquiry-activity.svg" height="194" width="546"/></div></div></div></div></div></div><div class="css-1gt7uwa"><p>As part of the 2019 NAEP science assessment, eighth-graders were asked how often (<em>never or hardly ever, once in a while, sometimes, often, </em>or <em>always or almost always</em>) they did eight activities in their science class that involved scientific inquiry.</p><p>In 2019, forty-two percent of all eighth-grade students in the nation reported that they participated in inquiry-related activities in their science class at a frequency ranging from<em> never to</em> <em>once in a while</em>. Larger percentages of lower-performing students (below the 25th percentile) than higher-performing students (at or above the 75th percentile) reported that they <em>never or hardly ever </em>or <em>once in a while</em> participated in the following inquiry-related activities:</p><div> <ul><li>came up with research questions to explore how something works;</li><li>made drawings that explain why or how something happens;</li><li>used tables or graphs to identify relationships between variables;</li><li>used math equations to explain or support scientific conclusions;</li><li>used evidence from experiments to explain why something happens; and</li><li>combined information about science from multiple sources for an assignment.</li></ul> </div><p>See a data table summarizing the full set of results for eighth-grade student experiences with scientific inquiry by percentile in the <a href="https://ets-science-2019.forumone.dev/science/student-experiences/?grade=8">Report Card</a>.</p></div><nav class="css-mrrwn4"><a href="/science/student-experiences/?grade=8" class="css-fd7jpj"><span>Explore detailed data about student experiences in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav></div></div><div id="grade-12-percentile-content-area-scores" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M18 16.08c-.76 0-1.44.3-1.96.77L8.91 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Percentile and Content Area Scores</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">No significant progress in science performance at grade 12 for lower-, middle-, and higher-performing students compared to 2015</h4></div><div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Changes in twelfth-grade NAEP science scores at selected percentiles: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-112jqer"><div class="css-6c9wkh">Display As</div><div class="css-vw8adh"><button class="base-toggle-button css-mdgpps"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><g fill="none" fill-rule="evenodd"><path d="M13.667 3H4.333C3.6 3 3 3.6 3 4.333v9.334C3 14.4 3.6 15 4.333 15h9.334C14.4 15 15 14.4 15 13.667V4.333C15 3.6 14.4 3 13.667 3z" class="css-m0e7d9"></path><path d="M7 12.333H5.667V7.667H7zM9.667 12.333H8.333V5.667h1.334zM12.333 12.333H11V9.667h1.333z" class="css-1i55v2r"></path></g></svg><span class="css-1bfe3gv">Graph</span></button><button class="base-toggle-button css-il3rr0"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><path fill-rule="evenodd" d="M3 3v12h12V3H3zm5.333 10.667h-4v-4h4v4zm0-5.334h-4v-4h4v4zm5.334 5.334h-4v-4h4v4zm0-5.334h-4v-4h4v4z" class="css-yqahow"></path></svg><span class="css-1bfe3gv">Table</span></button></div></div></div><div data-ets-download-ignore="true" class="css-rtde4j"><div style="margin-bottom:1rem"><div class="css-112jqer"><div class="css-6c9wkh">Change from</div><div class="css-vw8adh"><button class="base-toggle-button css-mdgpps"><span class="css-1bfe3gv">2015 (prior year)</span></button><button class="base-toggle-button css-il3rr0"><span class="css-1bfe3gv">2009 (base year)</span></button></div></div></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div><img src="/highlights/science/2019/assets/selected-percentiles/G12-2015.svg" alt="Chart of change from 2015 (prior year) to 2019, Grade 12"/></div></div></div></div><div class="css-1uawx74"><div class="css-m007jo"><div class="css-8om7fn"><h5 class="css-4mj57d">Legend</h5><div class="css-widpf3"><span class="css-1pes7m0"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="50" viewBox="0 0 50 50"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">Score increase in 2019</span></span></div><div class="css-widpf3"><span class="css-1pes7m0"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="50" viewBox="0 0 50 50"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">Score decrease in 2019</span></span></div><div class="css-widpf3"><span class="css-1pes7m0"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="33" viewBox="0 0 33 33"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></span><span class="css-1sujre7"><span class="css-1tx3q4u">No significant change in 2019</span></span></div><button class="css-17d8njl"><span class="css-1sujre7"><span class="css-1tx3q4u">Explain percentiles<span class="css-nh9kqa"> <span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></span></span></span></button></div></div></div></div></div></div><div class="css-1gt7uwa"><p>There were no significant changes in science scores for twelfth-grade students at all five selected percentiles in 2019 compared to 2015. There also were no significant changes in average scores since 2015 for any reported student groups including: race/ethnicity, gender, parental education level, type of school, attendance at a charter school, school location, region of the country, status as students with disabilities, and status as English learners. In addition, there were no significant changes in science score gaps at grade 12 for most reported student groups in 2019 compared to 2015 and 2009. </p><p>Overall student performance in science has also not significantly changed in comparison with 2009. However, the score declined by 4 points for the lowest-performing twelfth-graders at the 10th percentile in 2019. An apparent score increase of 3 points for the highest-performing students at the 90th percentile in 2019 was not a statistically significant change compared to 2009.</p><p>Download a <a href="/highlights/science/2019/supporting_files/2019_SCI_G12_score_changes_by_student_groups.xlsx">data table summarizing the full set of results for twelfth-grade student group scores by percentile (.xlsx)</a>.</p><h4 class="css-ppkr7">No significant changes in average scores across the content areas at grade 12 compared to 2015; scores decline for lowest-performing students in Physical Science and Life Science</h4></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Changes in twelfth-grade NAEP science scores at selected percentiles, by content area: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-mwjffh"><button type="button" class="css-b3pe1u">Download chart<svg xmlns="http://www.w3.org/2000/svg" width="17" height="17" viewBox="0 0 17 17"><path d="M15 6.143h-3.429V1H6.43v5.143H3l6 6 6-6zM3 13.857v1.714h12v-1.714H3z" fill-rule="evenodd" fill="currentColor"></path></svg></button></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div class="css-1vc81gz"><div><table class="css-1ewbv4q"><caption class="css-1cs20mk">Physical Science</caption><tr><th rowspan="8" scope="row" class="css-js1re4"><span class="css-7f8hj7">Percentiles</span></th><td></td><td></td><th rowspan="2" scope="col" class="css-1y599xi">2019<br/>score</th><th colSpan="2" scope="col" class="css-1y599xi">2019<br/>Compared to</th></tr><tr><td></td><td class="css-qz67j2">300</td><th scope="col" class="css-1pga41">2015</th><th scope="col" class="css-1pga41">2009</th></tr><tr><th scope="row" class="css-7d3slp">90th</th><td rowspan="5" class="css-1vmupgp"></td><td class="css-15aggpf">196</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">75th</th><td class="css-15aggpf">174</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">50th</th><td class="css-15aggpf">149</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">25th</th><td class="css-15aggpf">124</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>3</span></td></tr><tr><th scope="row" class="css-7d3slp">10th</th><td class="css-15aggpf">101</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>3</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>5</span></td></tr><tr><td></td><td class="css-idum2h">0</td><td></td><td colSpan="2"></td></tr></table></div><div><table class="css-1ewbv4q"><caption class="css-1cs20mk">Life Science</caption><tr><th rowspan="8" scope="row" class="css-js1re4"><span class="css-7f8hj7">Percentiles</span></th><td></td><td></td><th rowspan="2" scope="col" class="css-1y599xi">2019<br/>score</th><th colSpan="2" scope="col" class="css-1y599xi">2019<br/>Compared to</th></tr><tr><td></td><td class="css-qz67j2">300</td><th scope="col" class="css-1pga41">2015</th><th scope="col" class="css-1pga41">2009</th></tr><tr><th scope="row" class="css-7d3slp">90th</th><td rowspan="5" class="css-1vmupgp"></td><td class="css-15aggpf">198</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>4</span></td></tr><tr><th scope="row" class="css-7d3slp">75th</th><td class="css-15aggpf">177</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score increased"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg><span>3</span></td></tr><tr><th scope="row" class="css-7d3slp">50th</th><td class="css-15aggpf">152</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">25th</th><td class="css-15aggpf">125</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">10th</th><td class="css-15aggpf">100</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>4</span></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="27" height="27" viewBox="0 0 50 50" role="img" aria-label="Score decreased"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg><span>5</span></td></tr><tr><td></td><td class="css-idum2h">0</td><td></td><td colSpan="2"></td></tr></table></div><div><table class="css-1ewbv4q"><caption class="css-1cs20mk">Earth and Space Sciences</caption><tr><th rowspan="8" scope="row" class="css-js1re4"><span class="css-7f8hj7">Percentiles</span></th><td></td><td></td><th rowspan="2" scope="col" class="css-1y599xi">2019<br/>score</th><th colSpan="2" scope="col" class="css-1y599xi">2019<br/>Compared to</th></tr><tr><td></td><td class="css-qz67j2">300</td><th scope="col" class="css-1pga41">2015</th><th scope="col" class="css-1pga41">2009</th></tr><tr><th scope="row" class="css-7d3slp">90th</th><td rowspan="5" class="css-1vmupgp"></td><td class="css-15aggpf">195</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">75th</th><td class="css-15aggpf">175</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">50th</th><td class="css-15aggpf">152</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">25th</th><td class="css-15aggpf">127</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><th scope="row" class="css-7d3slp">10th</th><td class="css-15aggpf">104</td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td><td class="css-1mhily7"><svg xmlns="http://www.w3.org/2000/svg" width="30" height="30" viewBox="0 0 33 33" role="img" aria-label="No significant change"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg></td></tr><tr><td></td><td class="css-idum2h">0</td><td></td><td colSpan="2"></td></tr></table></div></div><div class="css-wkfqbf"><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 50 50" role="img" aria-label="Arrow up icon"><path d="M35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1a3jyl"></path><path d="M25,50A25,25,0,1,1,50,25,25,25,0,0,1,25,50ZM35.52,27.91a2.42,2.42,0,0,0,3.42.15L39,28l1.1-1.11a2.41,2.41,0,0,0,0-3.41h0L26.7,10.05a2.41,2.41,0,0,0-3.41,0h0L9.92,23.43a2.41,2.41,0,0,0,0,3.41h0L11,28a2.42,2.42,0,0,0,3.42,0l0,0,7.3-7.61V38.71a2.41,2.41,0,0,0,2.4,2.42h1.63a2.41,2.41,0,0,0,2.42-2.4s0,0,0,0V20.3l7.3,7.61Z" direction="up" class="css-1xjif1s"></path></svg>Score increase in 2019</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="22" height="22" viewBox="0 0 50 50" role="img" aria-label="Arrow down icon"><path d="M35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-1xjif1s"></path><path d="M50,25A25,25,0,1,1,25,0,25,25,0,0,1,50,25ZM35.52,22.09l-7.3,7.61V11.29a2.41,2.41,0,0,0-2.42-2.42H24.19a2.41,2.41,0,0,0-2.42,2.42V29.7l-7.3-7.61A2.42,2.42,0,0,0,11,22l-1.1,1.11a2.41,2.41,0,0,0,0,3.42L23.29,39.95a2.41,2.41,0,0,0,3.42,0L40.08,26.57a2.41,2.41,0,0,0,0-3.42L39,22a2.42,2.42,0,0,0-3.46,0Z" direction="down" class="css-9424uk"></path></svg>Score decrease in 2019</span><span class="css-dl7c1t"><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 33 33" role="img" aria-label="Diamond icon"><rect x="4.83" y="4.84" width="23.33" height="23.33" transform="translate(-6.84 16.49) rotate(-45)" fill="#a6a8ab" class="css-1c7dj5r"></rect></svg>No significant change in 2019</span></div></div></div></div></div></div><div class="css-1gt7uwa"><p>Average scores did not significantly change across the science content areas in comparison to 2015. Looking at content area scores by performance level in 2019, the lowest-performing students at the 10th percentile scored lower in Physical Science and Life Science compared to 2015. </p><p>While average scores were not significantly different compared to 2009 across the science content areas, there were significant changes in percentile scores as follows:</p><div> <ul><li>Students at the 10th percentile scored lower in Physical Science and Life Science; students at the 25th percentile also scored lower in Physical Science; and</li><li>Students at the 75th and 90th percentiles scored higher in Life Science.</li></ul> </div><p>Please note that NAEP science content area scales are developed independently. As a result, comparisons cannot be made from one content area to another.</p></div><nav class="css-mrrwn4"><a href="/science/nation/content-areas/?grade=12" class="css-fd7jpj"><span>Explore detailed content area results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav></div></div><div id="grade-12-achievement-level-results" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M18 16.08c-.76 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Achievement-Level Results</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Forty-one percent of twelfth-grade students perform below <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><em>NAEP Basic</em></span><span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></a> in science, not significantly different compared to 2015</h4><h5>Twenty-two percent of twelfth-graders at or above <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><em>NAEP Proficient</em></span><span aria-hidden="true" class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></span></a>, not significantly different compared to 2015</h5></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> NAEP achievement-level results in NAEP science for twelfth-grade students: 2009, 2015, and 2019</div><div data-ets-download-ignore="true" class="css-1f7lss0"><div class="css-112jqer"><div class="css-6c9wkh">Display As</div><div class="css-vw8adh"><button class="base-toggle-button css-mdgpps"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><g fill="none" fill-rule="evenodd"><path d="M13.667 3H4.333C3.6 3 3 3.6 3 4.333v9.334C3 14.4 3.6 15 4.333 15h9.334C14.4 15 15 14.4 15 13.667V4.333C15 3.6 14.4 3 13.667 3z" class="css-m0e7d9"></path><path d="M7 12.333H5.667V7.667H7zM9.667 12.333H8.333V5.667h1.334zM12.333 12.333H11V9.667h1.333z" class="css-1i55v2r"></path></g></svg><span class="css-1bfe3gv">Graph</span></button><button class="base-toggle-button css-il3rr0"><svg width="22" height="22" viewBox="0 0 17 17" xmlns="http://www.w3.org/2000/svg" class="css-0"><path fill-rule="evenodd" d="M3 3v12h12V3H3zm5.333 10.667h-4v-4h4v4zm0-5.334h-4v-4h4v4zm5.334 5.334h-4v-4h4v4zm0-5.334h-4v-4h4v4z" class="css-yqahow"></path></svg><span class="css-1bfe3gv">Table</span></button></div></div><div class="css-mwjffh"><button type="button" class="css-b3pe1u">Download chart<svg xmlns="http://www.w3.org/2000/svg" width="17" height="17" viewBox="0 0 17 17"><path d="M15 6.143h-3.429V1H6.43v5.143H3l6 6 6-6zM3 13.857v1.714h12v-1.714H3z" fill-rule="evenodd" fill="currentColor"></path></svg></button></div></div><div data-ets-download-ignore="true" class="css-rtde4j"><div class="css-112jqer"><div class="css-6c9wkh">Baseline</div><div class="css-vw8adh"><button class="base-toggle-button css-il3rr0"><span class="css-1bfe3gv"><em>NAEP Basic</em></span></button><button class="base-toggle-button css-mdgpps"><span class="css-1bfe3gv"><em>NAEP Proficient</em></span></button></div></div><div class="css-198uytt"><button class="css-1n08v6v">Hide achievement-level breakdown<svg width="12" height="12" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 12 12"><g transform="translate(-2 -2)" fill="none" fill-rule="evenodd"><mask id="zoom-in-icon-mask" fill="#fff"><path d="M10.333 9.333h-.526l-.187-.18a4.314 4.314 0 001.047-2.82 4.333 4.333 0 10-4.334 4.334c1.074 0 2.06-.394 2.82-1.047l.18.187v.526l3.334 3.327.993-.993-3.327-3.334zm-4-6c1.66 0 3 1.34 3 3s-1.34 3-3 3-3-1.34-3-3 1.34-3 3-3zm.334 1.334H6V6H4.667v.667H6V8h.667V6.667H8V6H6.667V4.667z"></path></mask><g mask="url(#zoom-in-icon-mask)"><path d="M0 0h33.333v33.333H0z" transform="translate(-8.667 -8.667)" fill="currentColor"></path></g></g></svg></button></div></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><svg width="590" height="115"><g transform="translate(60, 65)"><text class="css-fig5da"><tspan y="40" dy="0em" x="250">Percent</tspan></text><line x1="0" x2="500" y1="0" y2="0" class="css-148786t"></line><g transform="translate(0,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">100</text></g><g transform="translate(25,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">90</text></g><g transform="translate(50,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">80</text></g><g transform="translate(75,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">70</text></g><g transform="translate(100,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">60</text></g><g transform="translate(125,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">50</text></g><g transform="translate(150,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">40</text></g><g transform="translate(175,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">30</text></g><g transform="translate(200,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">20</text></g><g transform="translate(225,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">10</text></g><g transform="translate(250,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">0</text></g><g transform="translate(275,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">10</text></g><g transform="translate(300,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">20</text></g><g transform="translate(325,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">30</text></g><g transform="translate(350,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">40</text></g><g transform="translate(375,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">50</text></g><g transform="translate(400,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">60</text></g><g transform="translate(425,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">70</text></g><g transform="translate(450,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">80</text></g><g transform="translate(475,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">90</text></g><g transform="translate(500,0)" class="css-1rtph3h"><line x1="0" x2="0" y1="0" y2="5" class="css-148786t"></line><text dy="1.25em">100</text></g></g><g transform="translate(60,65)"><text text-anchor="end" x="-10" class="css-yruc1v">Year</text><line x1="250" x2="250" y1="-30" y2="5" class="css-19fld25"></line></g><g transform="translate(60,45)"><g transform="translate(250)"><text class="css-15pfhwh"><tspan x="0" y="0em">Below</tspan><tspan x="0" y="1.1em">NAEP Basic</tspan></text></g><g transform="translate(250)"><a href="#" role="button" class="css-1cwk2g4"><text class="css-1y2448w"><tspan x="0" y="0em">NAEP</tspan><tspan x="0" y="1.1em">Basic</tspan></text><svg height="20" width="20" viewBox="0 0 17 17" x="-10" y="-40"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></a></g><g transform="translate(250)"><a href="#" role="button" class="css-1cwk2g4"><text class="css-1y2448w"><tspan x="0" y="0em">NAEP</tspan><tspan x="0" y="1.1em">Proficient</tspan></text><svg height="20" width="20" viewBox="0 0 17 17" x="-10" y="-40"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></a></g><g transform="translate(250)"><a href="#" role="button" class="css-1cwk2g4"><text class="css-1y2448w"><tspan x="0" y="0em">NAEP</tspan><tspan x="0" y="1.1em">Advanced</tspan></text><svg height="20" width="20" viewBox="0 0 17 17" x="-10" y="-40"><circle cx="8.5" cy="8.5" r="7" fill="#fff"></circle><path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor"></path></svg></a></g></g></svg></div><div class="css-18aazjp"><div class="css-es27z1">Loading...</div></div></div></div><div class="css-1uawx74"><div class="css-m007jo"><div class="css-8om7fn"><div class="css-widpf3"><span class="css-1sujre7"><span class="css-15amv8h">NOTE: NAEP achievement levels are to be used on a trial basis and should be interpreted and used with caution.</span></span></div></div></div></div></div></div><div class="css-1gt7uwa"><p>In 2019, there were no significant changes in the percentages of students who performed at or above <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Proficient</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a>, below <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Basic</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a>, or at <a href="#" role="button" data-glossary-id="naep-advanced"><span class="glossary-item-text"><span style="text-decoration: underline;"><em>NAEP Advanced</em></span></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> compared to 2015 and 2009.</p></div><nav class="css-mrrwn4"><a href="/science/nation/achievement/?grade=12" class="css-fd7jpj"><span>Explore complete science achievement-level results in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" 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16.783-9.032 29.608-23.513 35.783-40.718-15.675 8.459-33.09 14.48-51.615 17.778-14.883-14.337-35.94-23.226-59.215-23.226-44.807 0-81.223 32.976-81.223 73.55 0 5.736.792 11.327 2.059 16.775-67.448-3.01-127.296-32.402-167.354-76.848-6.966 10.896-10.924 23.513-10.924 36.99 0 25.52 14.408 48.03 36.099 61.221-13.3-.43-25.808-3.728-36.733-9.176v1.004c0 35.556 28.025 65.378 65.073 72.117-6.808 1.72-13.932 2.58-21.374 2.58-5.225 0-10.291-.43-15.2-1.29 10.292 29.248 40.374 50.468 75.84 51.041-27.866 19.786-62.856 31.542-100.855 31.542-6.492 0-12.983-.286-19.316-1.003 35.782 20.646 78.53 32.832 124.287 32.832" fill="#fff"></path></svg></button><a title="Share this by email" href="mailto:?to=&subject=&body=%0A%2Fhighlights%2Fscience%2F2019%2F%23grade-12-science-coursetaking" target="_blank" class="css-jnj610">Email<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 12: Science Coursetaking</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Forty-one percent of twelfth-graders report having taken courses in biology, chemistry, and physics; seventy-one percent report taking no Advanced Placement science courses</h4></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Percentage of twelfth-grade students in NAEP science, by science courses taken and number of AP science courses taken: 2019</div><div class="css-11bfvdh">See the accessible version of this chart in the NAEP Data Explorer: <ul><li><a href="/ndecore/shareredirect?su=NDE&fr=3&sht=REPORT&sb=SCI&sc=SRPUV&gr=12&ju=NT&st=MN-MN--RP-RP&vr=SCICRS2-false&yr=2019R3">Science course taken</a></li><li><a href="/ndecore/shareredirect?su=NDE&fr=3&sht=REPORT&sb=SCI&sc=SRPUV&gr=12&ju=NT&st=MN-MN--RP-RP&vr=APSCI-false&yr=2019R3">Number of AP science course taken</a></li></ul></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div class="css-1q2lbmy"><img alt="Chart of percentage of students who gave each response. See provided NAEP Data Explorer links for data." src="/highlights/science/2019/images_main/Science_Highlights_G12_Science-course-taken-AP.svg" height="415" width="684"/></div></div></div></div></div></div><div class="css-1gt7uwa"><p>As part of the 2019 NAEP science assessment, twelfth-grade students were asked about the science courses they had taken since eighth grade and whether they were currently enrolled in or had taken Advanced Placement (AP) science courses. Note that coursetaking data are collected from students’ self-reports of their coursetaking history and are not taken from students’ transcripts.</p><p>The typical high school science course sequence begins with biology, followed by chemistry and physics. In 2019, forty-one percent of all twelfth-grade students in the nation reported having taken courses in biology, chemistry, and physics. These students had a higher science score on average (160) than the 37 percent of students who reported having taken biology and chemistry (150) and the 22 percent of students who reported having taken biology only or other science courses (132).</p><p>Additionally, 71 percent of grade 12 students in 2019 reported having taken no AP science courses. These students had a lower science score on average (143) than the 17 percent of students who reported having taken one AP course (165), the 7 percent of students who reported having taken two AP courses (179), and the 5 percent of students who reported having taken three or more AP courses (176).</p></div><nav class="css-mrrwn4"><a href="/science/student-experiences/?grade=12" class="css-fd7jpj"><span>Explore detailed data about student experiences in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav></div></div><div id="grade-12-science-career" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M18 16.08c-.76 0-1.44.3-1.96.77L8.91 12.7c.05-.23.09-.46.09-.7s-.04-.47-.09-.7l7.05-4.11c.54.5 1.25.81 2.04.81 1.66 0 3-1.34 3-3s-1.34-3-3-3-3 1.34-3 3c0 .24.04.47.09.7L8.04 9.81C7.5 9.31 6.79 9 6 9c-1.66 0-3 1.34-3 3s1.34 3 3 3c.79 0 1.5-.31 2.04-.81l7.12 4.16c-.05.21-.08.43-.08.65 0 1.61 1.31 2.92 2.92 2.92s2.92-1.31 2.92-2.92-1.31-2.92-2.92-2.92z"></path></svg></button><div class="css-8nebjc"><button aria-label="Share this on Facebook" class="css-1c1spnm">Facebook<svg data-name="Ebene 1" viewBox="0 0 1024 1024" width="1em" height="1em"><path fill="#fff" d="M1024 512C1024 229.23 794.77 0 512 0S0 229.23 0 512c0 255.554 187.231 467.37 432 505.778V660H302V512h130V399.2C432 270.88 508.439 200 625.39 200 681.407 200 740 210 740 210v126h-64.563C611.835 336 592 375.467 592 415.957V512h142l-22.7 148H592v357.778C836.769 979.37 1024 767.554 1024 512z"></path><path fill="rgba(0, 0, 0, 0)" d="M711.3 660L734 512H592v-96.043c0-40.49 19.835-79.957 83.437-79.957H740V210s-58.592-10-114.61-10C508.438 200 432 270.88 432 399.2V512H302v148h130v357.778a517.396 517.396 0 00160 0V660z"></path></svg></button><button aria-label="Share this on Twitter" class="css-1c1spnm">Twitter<svg viewBox="0 0 400 400" width="1em" height="1em"><path d="M126.506 354.142c149.304 0 231.002-112.118 231.002-209.182 0-3.154 0-6.308-.159-9.463 15.833-10.323 29.608-23.37 40.532-38.137-14.566 5.878-30.24 9.75-46.707 11.613 16.783-9.032 29.608-23.513 35.783-40.718-15.675 8.459-33.09 14.48-51.615 17.778-14.883-14.337-35.94-23.226-59.215-23.226-44.807 0-81.223 32.976-81.223 73.55 0 5.736.792 11.327 2.059 16.775-67.448-3.01-127.296-32.402-167.354-76.848-6.966 10.896-10.924 23.513-10.924 36.99 0 25.52 14.408 48.03 36.099 61.221-13.3-.43-25.808-3.728-36.733-9.176v1.004c0 35.556 28.025 65.378 65.073 72.117-6.808 1.72-13.932 2.58-21.374 2.58-5.225 0-10.291-.43-15.2-1.29 10.292 29.248 40.374 50.468 75.84 51.041-27.866 19.786-62.856 31.542-100.855 31.542-6.492 0-12.983-.286-19.316-1.003 35.782 20.646 78.53 32.832 124.287 32.832" fill="#fff"></path></svg></button><a title="Share this by email" href="mailto:?to=&subject=&body=%0A%2Fhighlights%2Fscience%2F2019%2F%23grade-12-science-career" target="_blank" class="css-jnj610">Email<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Grade 12: Student Interest in a Science Career</h3><div class="css-1gt7uwa"><h4 class="css-ppkr7">Larger percentage of female than male twelfth-grade students report interest in pursuing a career in science</h4></div><div class="css-7wisgx"><div class="css-1ag2zbc"><span class="css-b0bjy">Figure |</span> Percentage of twelfth-grade students in NAEP science, by gender and how likely they are to pursue a science career: 2019</div><div class="css-11bfvdh">See the accessible version of this chart in the NAEP Data Explorer: <a href="/ndecore/shareredirect?su=NDE&sb=SCI&gr=12&fr=3&yr=2019R3-2015R3-2009R3&sc=SRPUV&ju=NT&vr=K824301-false--GENDER-false&ct=K824301-GENDER&st=MN-MN--RP-RP&sht=REPORT">/ndecore/shareredirect?su=NDE&sb=SCI&gr=12&fr=3&yr=2019R3-2015R3-2009R3&sc=SRPUV&ju=NT&vr=K824301-false--GENDER-false&ct=K824301-GENDER&st=MN-MN--RP-RP&sht=REPORT</a></div><div class="css-82h9e5"><div class="css-1ckqvg2"><div class="css-2xc19b"><div><div class="css-1q2lbmy"><img alt="Chart of percentage of students who gave each response. See provided NAEP Data Explorer link for data." src="/highlights/science/2019/images_main/SG12_Gender_by_Career.svg" height="194" width="441"/></div></div></div></div></div></div><div class="css-1gt7uwa"><p>As part of the 2019 NAEP science assessment, twelfth-graders were asked how likely (<em>not at all likely</em>, <em>not likely</em>, <em>somewhat likely</em>, <em>quite likely</em>, or <em>extremely likely</em>) they were to pursue a career in science.</p><p>In 2019, forty-six percent of all twelfth-grade students in the nation reported that they were <em>somewhat or more likely</em> to pursue a science career in science. A larger percentage of female students (51 percent) than male students (42 percent) reported that they were <em>somewhat or more likely</em> to pursue a science career.</p></div><nav class="css-mrrwn4"><a href="/science/student-experiences/?grade=12" class="css-fd7jpj"><span>Explore detailed data about student experiences in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav></div></div><div id="questions" class="css-1ro9svp"><div class="css-ctczp5"><div class="css-cssveg"><div class="css-1cdcwte">Share this result:</div><div class="css-3r3p6e"><div class="css-znqg45"><button aria-label="Share this section" class="css-1qk1b7t">Share<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M18 16.08c-.76 0-1.44.3-1.96.77L8.91 12.7c.05-.23.09-.46.09-.7s-.04-.47-.09-.7l7.05-4.11c.54.5 1.25.81 2.04.81 1.66 0 3-1.34 3-3s-1.34-3-3-3-3 1.34-3 3c0 .24.04.47.09.7L8.04 9.81C7.5 9.31 6.79 9 6 9c-1.66 0-3 1.34-3 3s1.34 3 3 3c.79 0 1.5-.31 2.04-.81l7.12 4.16c-.05.21-.08.43-.08.65 0 1.61 1.31 2.92 2.92 2.92s2.92-1.31 2.92-2.92-1.31-2.92-2.92-2.92z"></path></svg></button><div class="css-8nebjc"><button aria-label="Share this on Facebook" class="css-1c1spnm">Facebook<svg data-name="Ebene 1" viewBox="0 0 1024 1024" width="1em" height="1em"><path fill="#fff" d="M1024 512C1024 229.23 794.77 0 512 0S0 229.23 0 512c0 255.554 187.231 467.37 432 505.778V660H302V512h130V399.2C432 270.88 508.439 200 625.39 200 681.407 200 740 210 740 210v126h-64.563C611.835 336 592 375.467 592 415.957V512h142l-22.7 148H592v357.778C836.769 979.37 1024 767.554 1024 512z"></path><path fill="rgba(0, 0, 0, 0)" d="M711.3 660L734 512H592v-96.043c0-40.49 19.835-79.957 83.437-79.957H740V210s-58.592-10-114.61-10C508.438 200 432 270.88 432 399.2V512H302v148h130v357.778a517.396 517.396 0 00160 0V660z"></path></svg></button><button aria-label="Share this on Twitter" class="css-1c1spnm">Twitter<svg viewBox="0 0 400 400" width="1em" height="1em"><path d="M126.506 354.142c149.304 0 231.002-112.118 231.002-209.182 0-3.154 0-6.308-.159-9.463 15.833-10.323 29.608-23.37 40.532-38.137-14.566 5.878-30.24 9.75-46.707 11.613 16.783-9.032 29.608-23.513 35.783-40.718-15.675 8.459-33.09 14.48-51.615 17.778-14.883-14.337-35.94-23.226-59.215-23.226-44.807 0-81.223 32.976-81.223 73.55 0 5.736.792 11.327 2.059 16.775-67.448-3.01-127.296-32.402-167.354-76.848-6.966 10.896-10.924 23.513-10.924 36.99 0 25.52 14.408 48.03 36.099 61.221-13.3-.43-25.808-3.728-36.733-9.176v1.004c0 35.556 28.025 65.378 65.073 72.117-6.808 1.72-13.932 2.58-21.374 2.58-5.225 0-10.291-.43-15.2-1.29 10.292 29.248 40.374 50.468 75.84 51.041-27.866 19.786-62.856 31.542-100.855 31.542-6.492 0-12.983-.286-19.316-1.003 35.782 20.646 78.53 32.832 124.287 32.832" fill="#fff"></path></svg></button><a title="Share this by email" href="mailto:?to=&subject=&body=%0A%2Fhighlights%2Fscience%2F2019%2F%23questions" target="_blank" class="css-jnj610">Email<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M22 4H2v16h20V4zm-2 4l-8 5-8-5V6l8 5 8-5v2z"></path></svg></a><button aria-label="Share a link to this" class="css-1fxe7z4">Permalink<svg height="24" width="24" viewBox="0 0 24 24"><path d="M0 0h24v24H0V0z" fill="none"></path><path fill="#fff" d="M17 7h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8zm9-4h-4v2h4c1.65 0 3 1.35 3 3s-1.35 3-3 3h-4v2h4c2.76 0 5-2.24 5-5s-2.24-5-5-5zm-6 8H7c-1.65 0-3-1.35-3-3s1.35-3 3-3h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-2zm-3-4h8v2H8z"></path></svg></button></div></div></div></div><h3 class="css-xmf49s">Sample Questions: Explore Sample Scenario-based Tasks and Questions</h3><div class="css-1gt7uwa"><p>The NAEP digitally based science assessment consisted of standalone, discrete questions, and scenario-based tasks comprising a connected sequence of questions. Scenario-based tasks were designed to engage students in scientific inquiry through hands-on activities and computer simulations set in real-world contexts. The tasks provided students opportunities to demonstrate their knowledge and skills in each of three science content areas and four science practices. The science assessment included two types of scenario-based tasks:</p><div> <ul><li>Interactive computer tasks (ICTs). ICTs use real-world simulations to engage students in scientific investigations that require the use of science inquiry skills and application of scientific knowledge to solve problems.</li><li>Hybrid hands-on tasks (HHOTs). Students perform hands-on scientific investigations using materials in kits provided by NCES. The “hybrid” in HHOTs denotes that these tasks combine hands-on investigations with digital activities. Students use NCES-supplied tablets to view kit instructions, record results and data, and answer assessment questions.</li></ul> </div><p>Learn more about the <a href="/science/about/digitally-based-assessment/?grade=4">digitally based science assessment</a>.</p></div><div><div>Explore sample scenario-based tasks from the 2019 science assessment:</div><div class="css-1vc81gz"><style data-emotion-css="19qxi92">.css-19qxi92{-webkit-align-items:flex-start;-webkit-box-align:flex-start;-ms-flex-align:flex-start;align-items:flex-start;border:1px solid #c69214;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-direction:column;-ms-flex-direction:column;flex-direction:column;margin-top:1.5rem;}</style><div class="css-19qxi92"><style data-emotion-css="1jqatji">.css-1jqatji{font-size:0.875rem;padding:1rem;}.css-1jqatji > *:last-child{margin-bottom:0;}</style><div class="css-1jqatji"><style data-emotion-css="pmakkl">.css-pmakkl{color:#001871;font-size:1.125rem;text-align:center;text-transform:none;}.css-pmakkl a{color:inherit;-webkit-text-decoration:none;text-decoration:none;}</style><h4 class="css-pmakkl"><a href="/science/sample-questions/how-seeds-travel/?grade=4">Grade 4 task: Life Science</a></h4><p>In the How Seeds Travel hybrid hands-on task, students who planted a garden investigate how seeds spread to places where people do not plant them. In the hands-on part of the investigation, students examine different types of seeds provided in the task materials kit.</p><style data-emotion-css="1yltisf">.css-1yltisf{text-align:center;}</style><p class="css-1yltisf"><style data-emotion-css="64oxkt">.css-64oxkt{background-color:#f2ede2;border:1px solid #c69214;color:#007367;cursor:pointer;display:inline-block;font-size:1rem;font-weight:700;line-height:1.5;margin:0 0 1rem;padding:0.65rem 1.5rem;-webkit-text-decoration:none;text-decoration:none;text-transform:uppercase;-webkit-transition:all 0.2s ease-in-out;transition:all 0.2s ease-in-out;font-size:0.875rem;margin:0;padding:0.5rem 0.75rem;}.css-64oxkt:focus,.css-64oxkt:hover{background-color:#007367;border:1px solid #007367;color:#fff;}</style><a href="/science/sample-questions/how-seeds-travel/?grade=4" class="css-64oxkt">Explore</a></p></div><style data-emotion-css="xkv8oq">.css-xkv8oq{display:block;-webkit-order:-1;-ms-flex-order:-1;order:-1;width:100%;}.css-xkv8oq img{aspect-ratio:17/11;object-fit:cover;width:100%;}@supports (not (aspect-ratio:17/11)) and (object-fit:cover){.css-xkv8oq{height:0;padding-bottom:64.7058824%;position:relative;}.css-xkv8oq img{height:100%;left:0;position:absolute;width:100%;top:0;}}</style><a href="/science/sample-questions/how-seeds-travel/?grade=4" class="css-xkv8oq"><img src="/highlights/science/2019/assets/grade-4-task.jpg" alt="Seeds blowing in the wind"/></a></div><div class="css-19qxi92"><div class="css-1jqatji"><h4 class="css-pmakkl"><a href="/science/sample-questions/clear-water/?grade=4">Grade 8 task: Earth and Space Sciences</a></h4><p>In the Clear Water interactive computer task, students investigate what could be causing river water to become cloudy. Students use simulations to test water clarity and investigate strategies for erosion control.</p><p class="css-1yltisf"><a href="/science/sample-questions/clear-water/?grade=4" class="css-64oxkt">Explore</a></p></div><a href="/science/sample-questions/clear-water/?grade=4" class="css-xkv8oq"><img src="/highlights/science/2019/assets/grade-8-task.jpg" alt="Illustration of a river meeting a lake"/></a></div><div class="css-19qxi92"><div class="css-1jqatji"><h4 class="css-pmakkl"><a href="/science/sample-questions/bicycle-materials/?grade=4">Grade 12 task: Physical Science</a></h4><p>In the Bicycle Materials interactive computer task, students analyze the properties of different metals and use simulations to determine the best material to use for producing a lightweight and strong bicycle frame.</p><p class="css-1yltisf"><a href="/science/sample-questions/bicycle-materials/?grade=4" class="css-64oxkt">Explore</a></p></div><a href="/science/sample-questions/bicycle-materials/?grade=4" class="css-xkv8oq"><img src="/highlights/science/2019/assets/grade-12-task.jpg" alt="Bicycle stored in the corner of a room"/></a></div></div></div><nav class="css-mrrwn4"><a href="/science/sample-questions/?grade=4" class="css-fd7jpj"><span>Explore additional sample questions and response data in the NAEP Science Report Card</span><svg xmlns="http://www.w3.org/2000/svg" width="20" height="20" viewBox="0 0 20 20" aria-hidden="true"><circle cx="10" cy="10" r="10" class="css-1f3rt1w"></circle><g transform="rotate(0, 10, 10)"><polygon points="0 0 12 6 0 12 0 0" transform="translate(5, 4)" class="css-1a3jyl"></polygon></g></svg></a></nav><div><div class="css-1gt7uwa"><div> <a id="learn-more-assessment"></a> </div><h5>Learn more about the NAEP science assessment:</h5><style data-emotion-css="6b3b9u">.css-6b3b9u{margin-top:0;}.css-6b3b9u + *{margin-top:3rem;}.css-6b3b9u + .accordion{margin-top:0;}.css-6b3b9u + .accordion{margin-top:1.5rem;}</style><div class="accordion css-6b3b9u"><style data-emotion-css="1vhefd0">.css-1vhefd0{-webkit-appearance:none;-moz-appearance:none;appearance:none;background-color:transparent;border:0;color:#007367;cursor:pointer;display:block;font-size:inherit;font-weight:600;margin:0.5rem 0 0;padding:0;text-align:left;width:100%;}.css-1vhefd0:focus{outline:0;}.css-1vhefd0:focus-visible{outline:2px solid #007367;outline-offset:2px;}[data-js-focus-visible] .css-1vhefd0[data-focus-visible-added]{outline:2px solid #007367;outline-offset:2px;}</style><button class="css-1vhefd0"><style data-emotion-css="1mojac0">.css-1mojac0{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;font-weight:700;}.css-1mojac0 .accordion-header-left-wrapper{background-color:transparent;color:#007367;outline-offset:em(2px);-webkit-text-decoration:underline;text-decoration:underline;-webkit-flex:0 0 auto;-ms-flex:0 0 auto;flex:0 0 auto;}.css-1mojac0 .accordion-header-left-wrapper:hover,.css-1mojac0 .accordion-header-left-wrapper:focus{-webkit-text-decoration:none;text-decoration:none;}.css-1mojac0 .accordion-header-right-wrapper{margin-left:0.375rem;}.css-1mojac0 .accordion-header-right-wrapper > div > svg{position:relative;top:2px;}</style><div class="css-1mojac0"><style data-emotion-css="yp9swi">.css-yp9swi{-webkit-flex:1;-ms-flex:1;flex:1;}</style><div class="accordion-header-left-wrapper css-yp9swi"><div>What does the NAEP science assessment measure?</div></div><style data-emotion-css="9ntjko">.css-9ntjko{font-size:0.875rem;text-align:center;}</style><div class="accordion-header-right-wrapper css-9ntjko"><style data-emotion-css="1t940od">.css-1t940od{height:16px;}</style><div class="css-1t940od"><svg xmlns="http://www.w3.org/2000/svg" width="14" height="9" viewBox="0 0 14 9"><title>down arrow</title><style data-emotion-css="3rjm0l">.css-3rjm0l{fill:#007367;}</style><polygon points="7 9 0 0 14 0 7 9" class="css-3rjm0l"></polygon></svg></div></div></div></button><style data-emotion-css="mn4hut gyp8mm">.css-mn4hut{-webkit-transition:height 200ms cubic-bezier(0.0,0,0.2,1);transition:height 200ms cubic-bezier(0.0,0,0.2,1);}.css-gyp8mm{visibility:hidden;}</style><div class="css-mn4hut" style="height:0px;overflow:hidden" aria-hidden="true"><div class="css-gyp8mm"><style data-emotion-css="1b06rvn">.css-1b06rvn{padding:1.25rem 0 0.5rem;}</style><div class="css-1b06rvn"><style data-emotion-css="11br33q">.css-11br33q figcaption{font-size:0.75rem;margin:1rem 0;}.css-11br33q table{border-collapse:collapse;margin:0.5rem 0;width:100%;table-layout:fixed;}.css-11br33q thead{background-color:#fff;color:#001871;}.css-11br33q thead th{border-bottom:2px solid #c69214;font-weight:400;text-align:left;}.css-11br33q thead th function responseTableCellStyles() return function (){return:"\n line-height: 1.2;\n ";}.css-11br33q thead th padding:function (props){return:props.theme.spacing[unit];}.css-11br33q td{border-bottom:1px solid #d0cbc3;border-right:2px solid #c69214;padding:0.75rem 1rem;font-size:1.125rem;}.css-11br33q td function responseTableCellStyles() return function (){return:"\n line-height: 1.2;\n ";}.css-11br33q td:first-of-type{padding-left:0;}.css-11br33q td:last-child{border-right:none;}.css-11br33q th strong,.css-11br33q td strong{color:#007367;font-size:1.5rem;font-weight:700;font-size:1rem;}.css-11br33q tbody tr th{text-align:left;}.css-11br33q tbody tr:last-of-type th{border-bottom:1px solid #d0cbc3;}.css-11br33q thead tr:last-of-type th:not(:last-of-type){border-right:2px solid #c69214;}</style><div class="css-11br33q"><div><p>The <a href="https://www.nagb.gov/content/nagb/assets/documents/publications/frameworks/science/2019-science-framework.pdf">NAEP science assessment framework</a> organizes the science content that is assessed into three broad content areas—<strong>Physical Science</strong>, <strong>Life Science</strong>, and <strong>Earth and Space Sciences</strong>—as well as four science practices—<strong>Identifying Science Principles</strong>, <strong>Using Science Principles</strong>, <strong>Using Scientific Inquiry</strong>, and <strong>Using Technological Design</strong>—that assess students’ ability to demonstrate their scientific knowledge and skills in each of the three content areas. The assessment measures students’ familiarity with the natural world, understanding of concepts, principles, laws, and theories of science, and the ability to apply their scientific knowledge and inquiry skills to solve problems and conduct investigations in real-world contexts.</p> </div></div></div></div></div></div><div class="accordion css-6b3b9u"><button class="css-1vhefd0"><div class="css-1mojac0"><div class="accordion-header-left-wrapper css-yp9swi"><div>How are the assessment results reported?</div></div><div class="accordion-header-right-wrapper css-9ntjko"><div class="css-1t940od"><svg xmlns="http://www.w3.org/2000/svg" width="14" height="9" viewBox="0 0 14 9"><title>down arrow</title><polygon points="7 9 0 0 14 0 7 9" class="css-3rjm0l"></polygon></svg></div></div></div></button><div class="css-mn4hut" style="height:0px;overflow:hidden" aria-hidden="true"><div class="css-gyp8mm"><div class="css-1b06rvn"><div class="css-11br33q"><div><p>Results are reported at grades 4, 8, and 12 as overall average scores on a 0 to 300 scale and as percentages of students performing at or above the NAEP achievement levels: <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><em><u>NAEP Basic</u></em></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a>, <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><em><u>NAEP Proficient</u></em></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a>, and <a href="#" role="button" data-glossary-id="naep-advanced"><span class="glossary-item-text"><em><u>NAEP Advanced</u></em></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a>. In addition to the overall average scale score, NAEP science results are also reported as average subscale scores (on a 0 to 300 scale) for each of the three content areas. Because the content area subscales are developed independently, content area scores cannot be compared to one another or to the overall score.</p> <div>The National Assessment Governing Board is responsible for setting NAEP achievement levels based on the outcome of a standard-setting process. During the process, an expert panel defines student performance at the <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><em>NAEP Basic</em></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a>, <a href="#" role="button" data-glossary-id="naep-proficient"><span class="glossary-item-text"><em>NAEP Proficient</em></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a>, and <a href="#" role="button" data-glossary-id="naep-advanced"><span class="glossary-item-text"><em>NAEP Advanced</em></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> levels. No standards are set below the <a href="#" role="button" data-glossary-id="naep-basic"><span class="glossary-item-text"><em>NAEP Basic</em></span><span class="libnaep-inline-question"><svg height="20" width="20" viewBox="0 0 17 17"> <circle cx="8.5" cy="8.5" r="7" fill="#fff" /> <path d="M8.4 12.6h1.2v-1.2H8.4v1.2zM9 3C5.688 3 3 5.688 3 9s2.688 6 6 6 6-2.688 6-6-2.688-6-6-6zm0 10.8A4.806 4.806 0 014.2 9c0-2.646 2.154-4.8 4.8-4.8s4.8 2.154 4.8 4.8-2.154 4.8-4.8 4.8zm0-8.4a2.4 2.4 0 00-2.4 2.4h1.2c0-.66.54-1.2 1.2-1.2.66 0 1.2.54 1.2 1.2 0 1.2-1.8 1.05-1.8 3h1.2c0-1.35 1.8-1.5 1.8-3A2.4 2.4 0 009 5.4z" fill="currentColor" /> </svg></span></a> level. For more information, see <a href="https://www.nagb.gov/content/nagb/assets/documents/naep/achievement-level-one-pager-4.6.pdf">how NAEP achievement levels are determined</a>.</div> </div></div></div></div></div></div><div class="accordion css-6b3b9u"><button class="css-1vhefd0"><div class="css-1mojac0"><div class="accordion-header-left-wrapper css-yp9swi"><div>Why are 2011 assessment results reported only for grade 8?</div></div><div class="accordion-header-right-wrapper css-9ntjko"><div class="css-1t940od"><svg xmlns="http://www.w3.org/2000/svg" width="14" height="9" viewBox="0 0 14 9"><title>down arrow</title><polygon points="7 9 0 0 14 0 7 9" class="css-3rjm0l"></polygon></svg></div></div></div></button><div class="css-mn4hut" style="height:0px;overflow:hidden" aria-hidden="true"><div class="css-gyp8mm"><div class="css-1b06rvn"><div class="css-11br33q"><div><div>In 2011, NAEP conducted a special administration of the science assessment at grade 8 with the purpose of comparing NAEP results with the <a href="https://nces.ed.gov/nationsreportcard/studies/naep_timss/">Trends in International Mathematics and Science Study (TIMSS)</a> so that states could compare the performance of their students with the performance of students in other countries. The 2019 assessment results at grade 8 are compared to results from the 2011 special assessment in addition to the results from the 2015 and 2009 assessments.</div> </div></div></div></div></div></div><div class="accordion css-6b3b9u"><button class="css-1vhefd0"><div class="css-1mojac0"><div class="accordion-header-left-wrapper css-yp9swi"><div>How was the NAEP science assessment administered?</div></div><div class="accordion-header-right-wrapper css-9ntjko"><div class="css-1t940od"><svg xmlns="http://www.w3.org/2000/svg" width="14" height="9" viewBox="0 0 14 9"><title>down arrow</title><polygon points="7 9 0 0 14 0 7 9" class="css-3rjm0l"></polygon></svg></div></div></div></button><div class="css-mn4hut" style="height:0px;overflow:hidden" aria-hidden="true"><div class="css-gyp8mm"><div class="css-1b06rvn"><div class="css-11br33q"><div><p>In 2019, the science assessment at grades 4, 8, and 12 transitioned to a digital format. NAEP science was administered as a digitally based assessment on tablets and as a paper-based assessment between January and March 2019. Students were randomly assigned to take either the digitally based or paper-based assessment. Reported results are based on combined student performance on <span style="font-weight: 400;">digitally based and paper-based</span> assessments. The digitally based assessment included standalone questions and interactive, scenario-based tasks that use simulations to engage students in scientific investigations set in real-world contexts. See details about <a href="/science/about/digitally-based-assessment/?grade=4##science-assessment-development-and-design">science assessment development and design</a>.</p> </div></div></div></div></div></div><div class="accordion css-6b3b9u"><button class="css-1vhefd0"><div class="css-1mojac0"><div class="accordion-header-left-wrapper css-yp9swi"><div>How many students and schools participated in the NAEP science assessment?</div></div><div class="accordion-header-right-wrapper css-9ntjko"><div class="css-1t940od"><svg xmlns="http://www.w3.org/2000/svg" width="14" height="9" viewBox="0 0 14 9"><title>down arrow</title><polygon points="7 9 0 0 14 0 7 9" class="css-3rjm0l"></polygon></svg></div></div></div></button><div class="css-mn4hut" style="height:0px;overflow:hidden" aria-hidden="true"><div class="css-gyp8mm"><div class="css-1b06rvn"><div class="css-11br33q"><div><p>Representative samples of students from across the nation participated in the assessment as follows: 30,400 fourth-graders from 1,090 schools; 31,400 eighth-graders from 1,070 schools; and 26,400 twelfth-graders from 1,760 schools.</p> </div></div></div></div></div></div><div class="accordion css-6b3b9u"><button class="css-1vhefd0"><div class="css-1mojac0"><div class="accordion-header-left-wrapper css-yp9swi"><div>What additional results are reported?</div></div><div class="accordion-header-right-wrapper css-9ntjko"><div class="css-1t940od"><svg xmlns="http://www.w3.org/2000/svg" width="14" height="9" viewBox="0 0 14 9"><title>down arrow</title><polygon points="7 9 0 0 14 0 7 9" class="css-3rjm0l"></polygon></svg></div></div></div></button><div class="css-mn4hut" style="height:0px;overflow:hidden" aria-hidden="true"><div class="css-gyp8mm"><div class="css-1b06rvn"><div class="css-11br33q"><div><p>As part of the NAEP science assessment, survey questionnaires are administered to collect additional information such as students’ learning experiences inside and outside of school, teacher instructional practices, and availability of classroom resources. NAEP survey questionnaires are voluntarily completed by students, teachers, and school administrators who participate in the science assessment. Questionnaire responses provide important information for understanding performance results and can help educators, policymakers, and researchers to better understand the context in which students learn. Although comparisons in students’ performance are made based on student, teacher, and school characteristics and educational experiences, these results cannot be used to establish a cause-and-effect relationship between the characteristics or experiences and student achievement. NAEP is not designed to identify the causes of performance differences.</p> </div></div></div></div></div></div><p></p></div></div></div></div><div class="css-ctczp5"><style data-emotion-css="1hzpyb0">.css-1hzpyb0{margin-top:0;}.css-1hzpyb0 + *{margin-top:3rem;}.css-1hzpyb0 + .accordion{margin-top:0;}</style><div class="accordion css-1hzpyb0"><button class="css-1vhefd0"><style data-emotion-css="1xd7b97">.css-1xd7b97{color:#007367;background-color:#f2ede2;border:1px solid #c69214;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;font-size:0.875em;font-weight:700;-webkit-box-pack:justify;-webkit-justify-content:space-between;-ms-flex-pack:justify;justify-content:space-between;line-height:1.45;margin:0;padding:0.5rem 2rem;text-align:left;-webkit-transition:all 0.4s ease-in-out;transition:all 0.4s ease-in-out;}</style><div class="css-1xd7b97"><div class="accordion-header-left-wrapper css-yp9swi">Show notes and sources</div><div class="accordion-header-right-wrapper css-9ntjko"><div class="css-1t940od"><svg xmlns="http://www.w3.org/2000/svg" width="16.59" height="10.89" viewBox="0 0 16.59 10.89"><title>down arrow</title><polygon points="8.295 10.89 0 0 16.59 0 8.295 10.89" class="css-1f3rt1w"></polygon></svg></div></div></div></button><div class="css-mn4hut" style="height:0px;overflow:hidden" aria-hidden="true"><div class="css-gyp8mm"><style data-emotion-css="11exd7h">.css-11exd7h{background-color:#e7e7e8;color:#000;font-size:0.75em;font-weight:400;padding:0.9375rem 1.25rem;z-index:50;}.css-11exd7h div{margin-bottom:0.75em;text-align:left;}.css-11exd7h div:last-child{margin-bottom:0;}</style><div class="css-11exd7h"><p>NOTE: The NAEP science scale ranges from 0 to 300. In 2019, the digitally based NAEP science assessment was administered for the first time. The 2019 science report includes results from students who took the digitally based assessment and students who took the paper-based assessment. For more information, see the <a href="/science/about/digitally-based-assessment/?grade=12">About page</a>. The 2009, 2011, 2015, and 2019 NAEP science assessments were based on a new science framework introduced in 2009, which replaced the one used for the 1996, 2000, and 2005 assessments. The 2009 framework started a new NAEP science trend line so the results from the 2009, 2011, 2015, and 2019 assessments cannot be compared to those from previous assessment years. The 2011 NAEP science assessment for grade 8 was a special administration to permit comparisons with the Trends in International Mathematics and Science Study (TIMSS). Detail may not sum to totals because of rounding or the omission of categories. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant.</p><p>SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2009–2019 Science Assessments.</p></div></div></div></div></div></main><style data-emotion-css="19ypq3b">.css-19ypq3b{background:#f2ede2;padding:2em 0;position:relative;}</style><div class="css-19ypq3b"><style data-emotion-css="ctczp5">.css-ctczp5{margin-left:auto;margin-right:auto;width:48rem;padding-left:1em;padding-right:1em;}@media (min-width:1024px){.css-ctczp5{width:64rem;}}</style><div class="css-ctczp5"><style data-emotion-css="xmf49s">.css-xmf49s{border-bottom:1px solid #c69214;color:#007367;font-size:1.1875rem;font-weight:700;margin:0 0 1em;padding:0.25rem 0;text-transform:uppercase;}</style><h3 class="css-xmf49s">Additional Data and Resources</h3><style 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href="https://www.facebook.com/NationalAssessmentofEducationalProgress" class="css-1jgfb3g"></a></li></ul></div></div></div></footer></div><script id="__NEXT_DATA__" type="application/json">{"props":{"pageProps":{"cmsPosts":[{"key":"intro","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=13","page_area=54"],"post":{"id":1651,"title":"Science Highlights \u0026#8211; Intro","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Between January and March 2019, the National Assessment of Educational Progress (NAEP) science assessment was administered to a nationally representative sample of fourth-, eighth-, and twelfth-grade students. Results are compared to those from 2015 and previous science assessments back to 2009, the first year under the current science framework."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eBetween January and March 2019, the National Assessment of Educational Progress (NAEP) science assessment was administered to a nationally representative sample of fourth-, eighth-, and twelfth-grade students. Results are compared to those from 2015 and previous science assessments back to 2009, the first year under the current science framework.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"This \u003cstrong\u003eReport Card Highlights\u003c/strong\u003e provides key findings from the 2019 science assessment. \u003ca href=\"/science/?grade=4\"\u003eSee the NAEP Science Report Card to explore the full set of student performance results\u003c/a\u003e and information about students’ learning experiences inside and outside of school. You may also download a \u003ca href=\"/science/supporting_files/2019_infographic_science.pdf\"\u003esummary of the science results\u003c/a\u003e."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThis \u003cstrong\u003eReport Card Highlights\u003c/strong\u003e provides key findings from the 2019 science assessment. \u003ca href=\"/science/?grade=4\"\u003eSee the NAEP Science Report Card to explore the full set of student performance results\u003c/a\u003e and information about students’ learning experiences inside and outside of school. You may also download a \u003ca href=\"/science/supporting_files/2019_infographic_science.pdf\"\u003esummary of the science results\u003c/a\u003e.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"\u003ca href=\"#learn-more-assessment\"\u003eFind out more about the assessment.\u003c/a\u003e"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003e\u003ca href=\"#learn-more-assessment\"\u003eFind out more about the assessment.\u003c/a\u003e\u003c/p\u003e\n"}]},"hasOther":false},{"key":"intro-2","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=13","page_area=89"],"post":null,"hasOther":false},{"key":"overall","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=13","page_area=14"],"post":{"id":1660,"title":"Science Highlights \u0026#8211; Overall 1","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In 2019, the average science score at fourth grade was lower by 2 points compared to 2015 while the score was higher by 1 point compared to 2009. At grade 8, the average score was not significantly different compared to 2015 but was four points higher compared to 2009. The average score at grade 12 in 2019 was not significantly different in comparison to 2015 and 2009."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn 2019, the average science score at fourth grade was lower by 2 points compared to 2015 while the score was higher by 1 point compared to 2009. At grade 8, the average score was not significantly different compared to 2015 but was four points higher compared to 2009. The average score at grade 12 in 2019 was not significantly different in comparison to 2015 and 2009.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","level":5,"placeholder":"","className":"is-style-basic-heading"},"blockName":"core/heading","innerBlocks":[],"rendered":"\n\u003ch5 class=\"is-style-basic-heading\"\u003eLower scores for fourth-grade students in two of three science content areas; no significant changes in content area scores for eighth- and twelfth-graders compared to 2015\u003c/h5\u003e\n"}]},"hasOther":false},{"key":"overall-2","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=13","page_area=117"],"post":{"id":1663,"title":"Science Highlights \u0026#8211; Overall 2","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"The NAEP science assessment measures students’ knowledge and abilities in three content areas—Physical Science, Life Science, and Earth and Space Sciences. Learn more about the \u003ca href=\"/science/about/framework/?grade=4\"\u003escience content areas\u003c/a\u003e."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe NAEP science assessment measures students’ knowledge and abilities in three content areas—Physical Science, Life Science, and Earth and Space Sciences. Learn more about the \u003ca href=\"/science/about/framework/?grade=4\"\u003escience content areas\u003c/a\u003e.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In 2019, average scores at grade 4 declined in Life Science and Earth and Space Sciences compared to 2015, while scores were higher in Physical Science and Earth and Space Sciences than in 2009. At grade 8, there were no significant changes in average scores across the three content areas in 2019 compared to 2015, while Physical Science and Life Science scores were higher than in 2009. There were no significant changes in average scores across the content areas at grade 12 compared to 2015 and 2009."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn 2019, average scores at grade 4 declined in Life Science and Earth and Space Sciences compared to 2015, while scores were higher in Physical Science and Earth and Space Sciences than in 2009. At grade 8, there were no significant changes in average scores across the three content areas in 2019 compared to 2015, while Physical Science and Life Science scores were higher than in 2009. There were no significant changes in average scores across the content areas at grade 12 compared to 2015 and 2009.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"sample-questions","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=13","page_area=36"],"post":{"id":1708,"title":"Science Highlights \u0026#8211; Questions: Explore Sample Scenario-based Tasks and Questions","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"The NAEP digitally based science assessment consisted of standalone, discrete questions, and scenario-based tasks comprising a connected sequence of questions. Scenario-based tasks were designed to engage students in scientific inquiry through hands-on activities and computer simulations set in real-world contexts. The tasks provided students opportunities to demonstrate their knowledge and skills in each of three science content areas and four science practices. The science assessment included two types of scenario-based tasks:"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe NAEP digitally based science assessment consisted of standalone, discrete questions, and scenario-based tasks comprising a connected sequence of questions. Scenario-based tasks were designed to engage students in scientific inquiry through hands-on activities and computer simulations set in real-world contexts. The tasks provided students opportunities to demonstrate their knowledge and skills in each of three science content areas and four science practices. The science assessment included two types of scenario-based tasks:\u003c/p\u003e\n"},{"attrs":{"ordered":false,"values":"","type":""},"blockName":"core/list","innerBlocks":[],"rendered":"\n\u003cul\u003e\u003cli\u003eInteractive computer tasks (ICTs). ICTs use real-world simulations to engage students in scientific investigations that require the use of science inquiry skills and application of scientific knowledge to solve problems.\u003c/li\u003e\u003cli\u003eHybrid hands-on tasks (HHOTs). Students perform hands-on scientific investigations using materials in kits provided by NCES. The “hybrid” in HHOTs denotes that these tasks combine hands-on investigations with digital activities. Students use NCES-supplied tablets to view kit instructions, record results and data, and answer assessment questions.\u003c/li\u003e\u003c/ul\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Learn more about the \u003ca href=\"/science/about/digitally-based-assessment/?grade=4\"\u003edigitally based science assessment\u003c/a\u003e."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eLearn more about the \u003ca href=\"/science/about/digitally-based-assessment/?grade=4\"\u003edigitally based science assessment\u003c/a\u003e.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"sample-questions-2","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=13","page_area=124"],"post":{"id":2388,"title":"Science Highlights \u0026#8211; Sample Questions 2","blocks":[{"attrs":{"content":""},"blockName":"core/html","innerBlocks":[],"rendered":"\n\u003ca id=\"learn-more-assessment\"\u003e\u003c/a\u003e\n"},{"attrs":{"align":"","content":"","level":5,"placeholder":"","className":"is-style-basic-heading"},"blockName":"core/heading","innerBlocks":[],"rendered":"\n\u003ch5 class=\"is-style-basic-heading\"\u003eLearn more about the NAEP science assessment:\u003c/h5\u003e\n"},{"attrs":{"id":"block_604646343378c","name":"acf/f1-accordion","data":{"accordion_header":"What does the NAEP science assessment measure?","_accordion_header":"field_5f809e7a1f773","accordion_content":"The \u003ca href=\"https://www.nagb.gov/content/nagb/assets/documents/publications/frameworks/science/2019-science-framework.pdf\"\u003eNAEP science assessment framework\u003c/a\u003e organizes the science content that is assessed into three broad content areas—\u003cstrong\u003ePhysical Science\u003c/strong\u003e, \u003cstrong\u003eLife Science\u003c/strong\u003e, and \u003cstrong\u003eEarth and Space Sciences\u003c/strong\u003e—as well as four science practices—\u003cstrong\u003eIdentifying Science Principles\u003c/strong\u003e, \u003cstrong\u003eUsing Science Principles\u003c/strong\u003e, \u003cstrong\u003eUsing Scientific Inquiry\u003c/strong\u003e, and \u003cstrong\u003eUsing Technological Design\u003c/strong\u003e—that assess students’ ability to demonstrate their scientific knowledge and skills in each of the three content areas. The assessment measures students’ familiarity with the natural world, understanding of concepts, principles, laws, and theories of science, and the ability to apply their scientific knowledge and inquiry skills to solve problems and conduct investigations in real-world contexts.","_accordion_content":"field_5f809ea91f774","accordion_style":"simple","_accordion_style":"field_5fd3ab690a0f1"},"align":"","mode":"edit"},"blockName":"acf/f1-accordion","innerBlocks":[],"rendered":"\n\u003c!-- wide, left, right, center, full --\u003e\n\u003cdiv id=\"accordionblock_604646343378c\" class=\"f1-accordion\"\u003e\n \u003cdiv class=\"f1-accordion__header\"\u003e\n What does the NAEP science assessment measure? \u003c/div\u003e\n\n \u003cdiv class=\"f1-accordion__content\"\u003e\n \u003cp\u003eThe \u003ca href=\"https://www.nagb.gov/content/nagb/assets/documents/publications/frameworks/science/2019-science-framework.pdf\"\u003eNAEP science assessment framework\u003c/a\u003e organizes the science content that is assessed into three broad content areas—\u003cstrong\u003ePhysical Science\u003c/strong\u003e, \u003cstrong\u003eLife Science\u003c/strong\u003e, and \u003cstrong\u003eEarth and Space Sciences\u003c/strong\u003e—as well as four science practices—\u003cstrong\u003eIdentifying Science Principles\u003c/strong\u003e, \u003cstrong\u003eUsing Science Principles\u003c/strong\u003e, \u003cstrong\u003eUsing Scientific Inquiry\u003c/strong\u003e, and \u003cstrong\u003eUsing Technological Design\u003c/strong\u003e—that assess students’ ability to demonstrate their scientific knowledge and skills in each of the three content areas. The assessment measures students’ familiarity with the natural world, understanding of concepts, principles, laws, and theories of science, and the ability to apply their scientific knowledge and inquiry skills to solve problems and conduct investigations in real-world contexts.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n"},{"attrs":{"id":"block_6047d1c42f531","name":"acf/f1-accordion","data":{"accordion_header":"How are the assessment results reported?","_accordion_header":"field_5f809e7a1f773","accordion_content":"Results are reported at grades 4, 8, and 12 as overall average scores on a 0 to 300 scale and as percentages of students performing at or above the NAEP achievement levels: [glossary term=\"naep-basic\"]\u003cem\u003e\u003cu\u003eNAEP Basic\u003c/u\u003e\u003c/em\u003e[/glossary], [glossary term=\"naep-proficient\"]\u003cem\u003e\u003cu\u003eNAEP Proficient\u003c/u\u003e\u003c/em\u003e[/glossary], and [glossary term=\"naep-advanced\"]\u003cem\u003e\u003cu\u003eNAEP Advanced\u003c/u\u003e\u003c/em\u003e[/glossary]. In addition to the overall average scale score, NAEP science results are also reported as average subscale scores (on a 0 to 300 scale) for each of the three content areas. Because the content area subscales are developed independently, content area scores cannot be compared to one another or to the overall score.\r\n\u003cdiv\u003eThe National Assessment Governing Board is responsible for setting NAEP achievement levels based on the outcome of a standard-setting process. During the process, an expert panel defines student performance at the [glossary term=\"naep-basic\"]\u003cem\u003eNAEP Basic\u003c/em\u003e[/glossary], [glossary term=\"naep-proficient\"]\u003cem\u003eNAEP Proficient\u003c/em\u003e[/glossary], and [glossary term=\"naep-advanced\"]\u003cem\u003eNAEP Advanced\u003c/em\u003e[/glossary] levels. No standards are set below the [glossary term=\"naep-basic\"]\u003cem\u003eNAEP Basic\u003c/em\u003e[/glossary] level. For more information, see \u003ca href=\"https://www.nagb.gov/content/nagb/assets/documents/naep/achievement-level-one-pager-4.6.pdf\"\u003ehow NAEP achievement levels are determined\u003c/a\u003e.\u003c/div\u003e","_accordion_content":"field_5f809ea91f774","accordion_style":"simple","_accordion_style":"field_5fd3ab690a0f1"},"align":"","mode":"edit"},"blockName":"acf/f1-accordion","innerBlocks":[],"rendered":"\n\u003c!-- wide, left, right, center, full --\u003e\n\u003cdiv id=\"accordionblock_6047d1c42f531\" class=\"f1-accordion\"\u003e\n \u003cdiv class=\"f1-accordion__header\"\u003e\n How are the assessment results reported? \u003c/div\u003e\n\n \u003cdiv class=\"f1-accordion__content\"\u003e\n \u003cp\u003eResults are reported at grades 4, 8, and 12 as overall average scores on a 0 to 300 scale and as percentages of students performing at or above the NAEP achievement levels: [glossary term=\u0026#8221;naep-basic\u0026#8221;]\u003cem\u003e\u003cu\u003eNAEP Basic\u003c/u\u003e\u003c/em\u003e[/glossary], [glossary term=\u0026#8221;naep-proficient\u0026#8221;]\u003cem\u003e\u003cu\u003eNAEP Proficient\u003c/u\u003e\u003c/em\u003e[/glossary], and [glossary term=\u0026#8221;naep-advanced\u0026#8221;]\u003cem\u003e\u003cu\u003eNAEP Advanced\u003c/u\u003e\u003c/em\u003e[/glossary]. In addition to the overall average scale score, NAEP science results are also reported as average subscale scores (on a 0 to 300 scale) for each of the three content areas. Because the content area subscales are developed independently, content area scores cannot be compared to one another or to the overall score.\u003c/p\u003e\n\u003cdiv\u003eThe National Assessment Governing Board is responsible for setting NAEP achievement levels based on the outcome of a standard-setting process. During the process, an expert panel defines student performance at the [glossary term=\u0026#8221;naep-basic\u0026#8221;]\u003cem\u003eNAEP Basic\u003c/em\u003e[/glossary], [glossary term=\u0026#8221;naep-proficient\u0026#8221;]\u003cem\u003eNAEP Proficient\u003c/em\u003e[/glossary], and [glossary term=\u0026#8221;naep-advanced\u0026#8221;]\u003cem\u003eNAEP Advanced\u003c/em\u003e[/glossary] levels. No standards are set below the [glossary term=\u0026#8221;naep-basic\u0026#8221;]\u003cem\u003eNAEP Basic\u003c/em\u003e[/glossary] level. For more information, see \u003ca href=\"https://www.nagb.gov/content/nagb/assets/documents/naep/achievement-level-one-pager-4.6.pdf\"\u003ehow NAEP achievement levels are determined\u003c/a\u003e.\u003c/div\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n"},{"attrs":{"id":"block_607dd5eb00010","name":"acf/f1-accordion","data":{"accordion_header":"Why are 2011 assessment results reported only for grade 8?","_accordion_header":"field_5f809e7a1f773","accordion_content":"\u003cdiv\u003eIn 2011, NAEP conducted a special administration of the science assessment at grade 8 with the purpose of comparing NAEP results with the \u003ca href=\"https://nces.ed.gov/nationsreportcard/studies/naep_timss/\"\u003eTrends in International Mathematics and Science Study (TIMSS)\u003c/a\u003e so that states could compare the performance of their students with the performance of students in other countries. The 2019 assessment results at grade 8 are compared to results from the 2011 special assessment in addition to the results from the 2015 and 2009 assessments.\u003c/div\u003e","_accordion_content":"field_5f809ea91f774","accordion_style":"simple","_accordion_style":"field_5fd3ab690a0f1"},"align":"","mode":"edit"},"blockName":"acf/f1-accordion","innerBlocks":[],"rendered":"\n\u003c!-- wide, left, right, center, full --\u003e\n\u003cdiv id=\"accordionblock_607dd5eb00010\" class=\"f1-accordion\"\u003e\n \u003cdiv class=\"f1-accordion__header\"\u003e\n Why are 2011 assessment results reported only for grade 8? \u003c/div\u003e\n\n \u003cdiv class=\"f1-accordion__content\"\u003e\n \u003cdiv\u003eIn 2011, NAEP conducted a special administration of the science assessment at grade 8 with the purpose of comparing NAEP results with the \u003ca href=\"https://nces.ed.gov/nationsreportcard/studies/naep_timss/\"\u003eTrends in International Mathematics and Science Study (TIMSS)\u003c/a\u003e so that states could compare the performance of their students with the performance of students in other countries. The 2019 assessment results at grade 8 are compared to results from the 2011 special assessment in addition to the results from the 2015 and 2009 assessments.\u003c/div\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n"},{"attrs":{"id":"block_6047d2072f533","name":"acf/f1-accordion","data":{"accordion_header":"How was the NAEP science assessment administered?","_accordion_header":"field_5f809e7a1f773","accordion_content":"In 2019, the science assessment at grades 4, 8, and 12 transitioned to a digital format. NAEP science was administered as a digitally based assessment on tablets and as a paper-based assessment between January and March 2019. Students were randomly assigned to take either the digitally based or paper-based assessment. Reported results are based on combined student performance on \u003cspan style=\"font-weight: 400;\"\u003edigitally based and paper-based\u003c/span\u003e assessments. The digitally based assessment included standalone questions and interactive, scenario-based tasks that use simulations to engage students in scientific investigations set in real-world contexts. See details about \u003ca href=\"/science/about/digitally-based-assessment/?grade=4##science-assessment-development-and-design\"\u003escience assessment development and design\u003c/a\u003e.","_accordion_content":"field_5f809ea91f774","accordion_style":"simple","_accordion_style":"field_5fd3ab690a0f1"},"align":"","mode":"edit"},"blockName":"acf/f1-accordion","innerBlocks":[],"rendered":"\n\u003c!-- wide, left, right, center, full --\u003e\n\u003cdiv id=\"accordionblock_6047d2072f533\" class=\"f1-accordion\"\u003e\n \u003cdiv class=\"f1-accordion__header\"\u003e\n How was the NAEP science assessment administered? \u003c/div\u003e\n\n \u003cdiv class=\"f1-accordion__content\"\u003e\n \u003cp\u003eIn 2019, the science assessment at grades 4, 8, and 12 transitioned to a digital format. NAEP science was administered as a digitally based assessment on tablets and as a paper-based assessment between January and March 2019. Students were randomly assigned to take either the digitally based or paper-based assessment. Reported results are based on combined student performance on \u003cspan style=\"font-weight: 400;\"\u003edigitally based and paper-based\u003c/span\u003e assessments. The digitally based assessment included standalone questions and interactive, scenario-based tasks that use simulations to engage students in scientific investigations set in real-world contexts. See details about \u003ca href=\"/science/about/digitally-based-assessment/?grade=4##science-assessment-development-and-design\"\u003escience assessment development and design\u003c/a\u003e.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n"},{"attrs":{"id":"block_6047d2262f535","name":"acf/f1-accordion","data":{"accordion_header":"How many students and schools participated in the NAEP science assessment?","_accordion_header":"field_5f809e7a1f773","accordion_content":"Representative samples of students from across the nation participated in the assessment as follows: 30,400 fourth-graders from 1,090 schools; 31,400 eighth-graders from 1,070 schools; and 26,400 twelfth-graders from 1,760 schools.","_accordion_content":"field_5f809ea91f774","accordion_style":"simple","_accordion_style":"field_5fd3ab690a0f1"},"align":"","mode":"edit"},"blockName":"acf/f1-accordion","innerBlocks":[],"rendered":"\n\u003c!-- wide, left, right, center, full --\u003e\n\u003cdiv id=\"accordionblock_6047d2262f535\" class=\"f1-accordion\"\u003e\n \u003cdiv class=\"f1-accordion__header\"\u003e\n How many students and schools participated in the NAEP science assessment? \u003c/div\u003e\n\n \u003cdiv class=\"f1-accordion__content\"\u003e\n \u003cp\u003eRepresentative samples of students from across the nation participated in the assessment as follows: 30,400 fourth-graders from 1,090 schools; 31,400 eighth-graders from 1,070 schools; and 26,400 twelfth-graders from 1,760 schools.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n"},{"attrs":{"id":"block_6047d23e2f537","name":"acf/f1-accordion","data":{"accordion_header":"What additional results are reported?","_accordion_header":"field_5f809e7a1f773","accordion_content":"As part of the NAEP science assessment, survey questionnaires are administered to collect additional information such as students’ learning experiences inside and outside of school, teacher instructional practices, and availability of classroom resources. NAEP survey questionnaires are voluntarily completed by students, teachers, and school administrators who participate in the science assessment. Questionnaire responses provide important information for understanding performance results and can help educators, policymakers, and researchers to better understand the context in which students learn. Although comparisons in students’ performance are made based on student, teacher, and school characteristics and educational experiences, these results cannot be used to establish a cause-and-effect relationship between the characteristics or experiences and student achievement. NAEP is not designed to identify the causes of performance differences.","_accordion_content":"field_5f809ea91f774","accordion_style":"simple","_accordion_style":"field_5fd3ab690a0f1"},"align":"","mode":"edit"},"blockName":"acf/f1-accordion","innerBlocks":[],"rendered":"\n\u003c!-- wide, left, right, center, full --\u003e\n\u003cdiv id=\"accordionblock_6047d23e2f537\" class=\"f1-accordion\"\u003e\n \u003cdiv class=\"f1-accordion__header\"\u003e\n What additional results are reported? \u003c/div\u003e\n\n \u003cdiv class=\"f1-accordion__content\"\u003e\n \u003cp\u003eAs part of the NAEP science assessment, survey questionnaires are administered to collect additional information such as students’ learning experiences inside and outside of school, teacher instructional practices, and availability of classroom resources. NAEP survey questionnaires are voluntarily completed by students, teachers, and school administrators who participate in the science assessment. Questionnaire responses provide important information for understanding performance results and can help educators, policymakers, and researchers to better understand the context in which students learn. Although comparisons in students’ performance are made based on student, teacher, and school characteristics and educational experiences, these results cannot be used to establish a cause-and-effect relationship between the characteristics or experiences and student achievement. NAEP is not designed to identify the causes of performance differences.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":""},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003e\u003c/p\u003e\n"}]},"hasOther":false},{"key":"notes","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=13","page_area=15"],"post":{"id":1657,"title":"Science Highlights \u0026#8211; Notes \u0026#038; Sources","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"NOTE: The NAEP science scale ranges from 0 to 300. In 2019, the digitally based NAEP science assessment was administered for the first time. The 2019 science report includes results from students who took the digitally based assessment and students who took the paper-based assessment. For more information, see the \u003ca href=\"/science/about/digitally-based-assessment/?grade=12\"\u003eAbout page\u003c/a\u003e. The 2009, 2011, 2015, and 2019 NAEP science assessments were based on a new science framework introduced in 2009, which replaced the one used for the 1996, 2000, and 2005 assessments. The 2009 framework started a new NAEP science trend line so the results from the 2009, 2011, 2015, and 2019 assessments cannot be compared to those from previous assessment years. The 2011 NAEP science assessment for grade 8 was a special administration to permit comparisons with the Trends in International Mathematics and Science Study (TIMSS). Detail may not sum to totals because of rounding or the omission of categories. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eNOTE: The NAEP science scale ranges from 0 to 300. In 2019, the digitally based NAEP science assessment was administered for the first time. The 2019 science report includes results from students who took the digitally based assessment and students who took the paper-based assessment. For more information, see the \u003ca href=\"/science/about/digitally-based-assessment/?grade=12\"\u003eAbout page\u003c/a\u003e. The 2009, 2011, 2015, and 2019 NAEP science assessments were based on a new science framework introduced in 2009, which replaced the one used for the 1996, 2000, and 2005 assessments. The 2009 framework started a new NAEP science trend line so the results from the 2009, 2011, 2015, and 2019 assessments cannot be compared to those from previous assessment years. The 2011 NAEP science assessment for grade 8 was a special administration to permit comparisons with the Trends in International Mathematics and Science Study (TIMSS). Detail may not sum to totals because of rounding or the omission of categories. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers in the charts, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2009–2019 Science Assessments."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eSOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2009–2019 Science Assessments.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"by-percentile-grade-4","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=12","page_area=16"],"post":{"id":1666,"title":"Section Highlights \u0026#8211; Grade 4 Percentile Scores","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"NAEP reports scores at five selected percentiles to show the progress made by lower- (10th and 25th percentiles), middle- (50th percentile), and higher- (75th and 90th percentiles) performing students. "},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eNAEP reports scores at five selected percentiles to show the progress made by lower- (10th and 25th percentiles), middle- (50th percentile), and higher- (75th and 90th percentiles) performing students. \u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"The decrease in overall average science score between 2019 and 2015 consisted of score declines for lower- and middle-performing fourth-grade students.\u003cstrong\u003e \u003c/strong\u003eIn 2019, there were no significant changes in scores for higher-performing students compared to 2015."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe decrease in overall average science score between 2019 and 2015 consisted of score declines for lower- and middle-performing fourth-grade students.\u003cstrong\u003e \u003c/strong\u003eIn 2019, there were no significant changes in scores for higher-performing students compared to 2015.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"The increase in overall average science score between 2019 and 2009 consisted of score increases for higher-performing students. Scores were not significantly different for lower- and middle-performing students in 2019 compared to 2009."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe increase in overall average science score between 2019 and 2009 consisted of score increases for higher-performing students. Scores were not significantly different for lower- and middle-performing students in 2019 compared to 2009.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","level":5,"placeholder":""},"blockName":"core/heading","innerBlocks":[],"rendered":"\n\u003ch5 class=\"is-style-section-heading\"\u003eScores decline for lower-performing fourth-graders in all three science content areas\u003c/h5\u003e\n"}]},"hasOther":false},{"key":"by-percentile-2-grade-4","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=12","page_area=118"],"post":{"id":1669,"title":"Science Highlights \u0026#8211; Grade 4 Percentile Scores \u0026#8211; 2","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"A comparison of content area performance by percentiles in 2019 and 2015 showed the following:"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eA comparison of content area performance by percentiles in 2019 and 2015 showed the following:\u003c/p\u003e\n"},{"attrs":{"ordered":false,"values":"","type":""},"blockName":"core/list","innerBlocks":[],"rendered":"\n\u003cul\u003e\u003cli\u003eScores decreased in Physical Science for lower-performing students.\u003c/li\u003e\u003cli\u003eScores decreased in Life Science for lower- and middle-performing students and for higher-performing students at the 75th percentile.\u003c/li\u003e\u003cli\u003eScores decreased in Earth and Space Sciences for lower- and middle-performing students.\u003c/li\u003e\u003c/ul\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Please note that NAEP science content area scales are developed independently. As a result, comparisons cannot be made from one content area to another."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003ePlease note that NAEP science content area scales are developed independently. As a result, comparisons cannot be made from one content area to another.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"student-group-scores-grade-4","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=12","page_area=119"],"post":{"id":1672,"title":"Science Highlights \u0026#8211; Grade 4 Student Group Scores","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"While many reported student groups made score gains in science from 2009 to 2015, average scores either declined or did not significantly change for most student groups from 2015 to 2019. The graphic above shows examples of this pattern in student performance by gender and race/ethnicity."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eWhile many reported student groups made score gains in science from 2009 to 2015, average scores either declined or did not significantly change for most student groups from 2015 to 2019. The graphic above shows examples of this pattern in student performance by gender and race/ethnicity.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In addition, science scores in 2019 declined for lower- and middle-performing students across many selected student groups at fourth grade in comparison to 2015. "},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn addition, science scores in 2019 declined for lower- and middle-performing students across many selected student groups at fourth grade in comparison to 2015. \u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Download a \u003ca href=\"/highlights/science/2019/supporting_files/2019_SCI_G4_score_changes_by_student_groups.xlsx\"\u003edata table summarizing the full set of results for fourth-grade student group scores by percentile (.xlsx)\u003c/a\u003e."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eDownload a \u003ca href=\"/highlights/science/2019/supporting_files/2019_SCI_G4_score_changes_by_student_groups.xlsx\"\u003edata table summarizing the full set of results for fourth-grade student group scores by percentile (.xlsx)\u003c/a\u003e.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In 2019, there were no significant changes in score gaps compared to 2015 for most reported student groups in fourth-grade science. While there was no significant change in the 2019 average science score for White students compared to 2009, scores at fourth grade increased for Black, Hispanic, and American Indian/Alaska Native students and students of Two or More Races. The score gains from 2009 to 2019 for these student groups contributed to a narrowing of the score gaps between these groups and their White peers."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn 2019, there were no significant changes in score gaps compared to 2015 for most reported student groups in fourth-grade science. While there was no significant change in the 2019 average science score for White students compared to 2009, scores at fourth grade increased for Black, Hispanic, and American Indian/Alaska Native students and students of Two or More Races. The score gains from 2009 to 2019 for these student groups contributed to a narrowing of the score gaps between these groups and their White peers.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In 2019, many student groups also had lower content area scores compared to 2015. For example, scores declined for "},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn 2019, many student groups also had lower content area scores compared to 2015. For example, scores declined for \u003c/p\u003e\n"},{"attrs":{"ordered":false,"values":"","type":""},"blockName":"core/list","innerBlocks":[],"rendered":"\n\u003cul\u003e\u003cli\u003emale and female students in Life Science and Earth and Space Sciences;\u003c/li\u003e\u003cli\u003eWhite students in Life Science and Earth and Space Sciences; Black and Hispanic students in Life Science; and\u003c/li\u003e\u003cli\u003estudents eligible for the [glossary term=\"national-school-lunch-program-nslp\"]NSLP[/glossary] in all three content areas and students not eligible for the [glossary term=\"national-school-lunch-program-nslp\"]NSLP[/glossary] in Life Science and Earth and Space Sciences.\u003c/li\u003e\u003c/ul\u003e\n"}]},"hasOther":false},{"key":"overall-naep-achievement-levels-grade-4","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=12","page_area=47"],"post":{"id":1675,"title":"Science Highlights \u0026#8211; Grade 4 NAEP Achievement-Level Results","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"The percentage of students performing at or above the [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary] level was 2 percentage points lower compared to 2015, whereas the percentage of students who performed below the [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary] level increased by 3 percentage points."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe percentage of students performing at or above the [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary] level was 2 percentage points lower compared to 2015, whereas the percentage of students who performed below the [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary] level increased by 3 percentage points.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Compared to 2009, the percentage of students who performed at or above [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary] was higher in 2019, while the percentage of students who performed below [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary] was not significantly different."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eCompared to 2009, the percentage of students who performed at or above [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary] was higher in 2019, while the percentage of students who performed below [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary] was not significantly different.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"student-experiences-grade-4","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=12","page_area=121"],"post":{"id":1678,"title":"Science Highlights \u0026#8211; Grade 4: Student Experiences with Scientific Inquiry","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"As part of the 2019 NAEP science assessment, teachers of fourth-graders were asked how often (\u003cem\u003enever\u003c/em\u003e, \u003cem\u003eabout once or twice a year\u003c/em\u003e, \u003cem\u003eabout once or twice a month\u003c/em\u003e, \u003cem\u003eabout once or twice a week\u003c/em\u003e, or \u003cem\u003eevery day or almost every day\u003c/em\u003e) their students did various activities in class, including four types of activities that involved scientific inquiry: working with other students on a science activity or project, talking about the measurements and results from their hands-on activities, discussing the kinds of problems that engineers can solve, and figuring out different ways to solve a science problem. "},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eAs part of the 2019 NAEP science assessment, teachers of fourth-graders were asked how often (\u003cem\u003enever\u003c/em\u003e, \u003cem\u003eabout once or twice a year\u003c/em\u003e, \u003cem\u003eabout once or twice a month\u003c/em\u003e, \u003cem\u003eabout once or twice a week\u003c/em\u003e, or \u003cem\u003eevery day or almost every day\u003c/em\u003e) their students did various activities in class, including four types of activities that involved scientific inquiry: working with other students on a science activity or project, talking about the measurements and results from their hands-on activities, discussing the kinds of problems that engineers can solve, and figuring out different ways to solve a science problem. \u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In 2019, thirty percent of all fourth-grade students in the nation had teachers who reported students’ frequency of participation in the four scientific inquiry-related activities as ranging from \u003cem\u003enever to\u003c/em\u003e \u003cem\u003eonce or twice a year\u003c/em\u003e. Larger percentages of lower-performing students (below the 25th percentile) than higher-performing students (at or above the 75th percentile) had teachers who reported that their students \u003cem\u003enever\u003c/em\u003e or \u003cem\u003eabout once or twice a year\u003c/em\u003e participated in the following inquiry-related activities:\u0026nbsp;"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn 2019, thirty percent of all fourth-grade students in the nation had teachers who reported students’ frequency of participation in the four scientific inquiry-related activities as ranging from \u003cem\u003enever to\u003c/em\u003e \u003cem\u003eonce or twice a year\u003c/em\u003e. Larger percentages of lower-performing students (below the 25th percentile) than higher-performing students (at or above the 75th percentile) had teachers who reported that their students \u003cem\u003enever\u003c/em\u003e or \u003cem\u003eabout once or twice a year\u003c/em\u003e participated in the following inquiry-related activities:\u0026nbsp;\u003c/p\u003e\n"},{"attrs":{"ordered":false,"values":"","type":""},"blockName":"core/list","innerBlocks":[],"rendered":"\n\u003cul\u003e\u003cli\u003eworked with other students on a science activity or project;\u0026nbsp;\u003c/li\u003e\u003cli\u003etalked about the measurements and results from their hands-on activities; and\u0026nbsp;\u003c/li\u003e\u003cli\u003efigured out different ways to solve a science problem.\u003c/li\u003e\u003c/ul\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"See a data table summarizing the full set of results for fourth-grade student experiences with scientific inquiry by percentile in the \u003ca href=\"/science/student-experiences/?grade=4\"\u003eReport Card\u003c/a\u003e."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eSee a data table summarizing the full set of results for fourth-grade student experiences with scientific inquiry by percentile in the \u003ca href=\"/science/student-experiences/?grade=4\"\u003eReport Card\u003c/a\u003e.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"by-percentile-grade-8","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=17","page_area=16"],"post":{"id":1681,"title":"Science Highlights \u0026#8211; Grade 8: Percentile and Content Area Scores","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"While the average science score was not significantly different in 2019 compared to 2015, the score decreased for the lowest-performing eighth-grade students at the 10th percentile. Scores were not significantly different across the performance distribution for most student groups compared to 2015.\u0026nbsp;"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eWhile the average science score was not significantly different in 2019 compared to 2015, the score decreased for the lowest-performing eighth-grade students at the 10th percentile. Scores were not significantly different across the performance distribution for most student groups compared to 2015.\u0026nbsp;\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Compared to 2009, the higher average score for eighth-graders consisted of score increases for students at all five selected percentiles and for most reported student groups."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eCompared to 2009, the higher average score for eighth-graders consisted of score increases for students at all five selected percentiles and for most reported student groups.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Download a \u003ca href=\"/highlights/science/2019/supporting_files/2019_SCI_G8_score_changes_by_student_groups.xlsx\"\u003edata table summarizing the full set of results for eighth-grade student group scores by percentile (.xlsx)\u003c/a\u003e."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eDownload a \u003ca href=\"/highlights/science/2019/supporting_files/2019_SCI_G8_score_changes_by_student_groups.xlsx\"\u003edata table summarizing the full set of results for eighth-grade student group scores by percentile (.xlsx)\u003c/a\u003e.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","level":5,"placeholder":""},"blockName":"core/heading","innerBlocks":[],"rendered":"\n\u003ch5 class=\"is-style-section-heading\"\u003eScores decline for lowest-performing eighth-grade students in all three content areas compared to 2015; scores increase for higher-performing students in two content areas\u003c/h5\u003e\n"}]},"hasOther":false},{"key":"by-percentile-2-grade-8","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=17","page_area=118"],"post":{"id":1684,"title":"Science Highlights \u0026#8211; Grade 8: Percentile and Content Area Scores 2","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"There were no significant changes in average scores across the three content areas in 2019 compared to 2015.\u0026nbsp;However, there were changes in percentile scores as follows:"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThere were no significant changes in average scores across the three content areas in 2019 compared to 2015.\u0026nbsp;However, there were changes in percentile scores as follows:\u003c/p\u003e\n"},{"attrs":{"ordered":false,"values":"","type":""},"blockName":"core/list","innerBlocks":[],"rendered":"\n\u003cul\u003e\u003cli\u003eScores decreased for students at the 10th percentile in Physical Science, Life Science, and Earth and Space Sciences and for students at the 25th percentile in Earth and Space Sciences.\u003c/li\u003e\u003cli\u003eScores increased for students at the 75th and 90th percentiles in Physical Science and Life Science.\u003c/li\u003e\u003c/ul\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Please note that NAEP science content area scales are developed independently. As a result, comparisons cannot be made from one content area to another."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003ePlease note that NAEP science content area scales are developed independently. As a result, comparisons cannot be made from one content area to another.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"by-percentile-3-grade-8","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=17","page_area=122"],"post":{"id":1687,"title":"Science Highlights \u0026#8211; Grade 8: Student Group Scores and Score Gaps","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"While there were no significant changes in score gaps for most student groups in 2019 compared to 2015, the gender gap narrowed.\u0026nbsp; The 1-point score difference between male and female students in 2019 was smaller than the 3-point score gap in 2015 and the 4-point score gap in 2009. Male students scored higher than their female peers in 2009 and in 2015 while there was no significant difference between the two groups in 2019."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eWhile there were no significant changes in score gaps for most student groups in 2019 compared to 2015, the gender gap narrowed.\u0026nbsp; The 1-point score difference between male and female students in 2019 was smaller than the 3-point score gap in 2015 and the 4-point score gap in 2009. Male students scored higher than their female peers in 2009 and in 2015 while there was no significant difference between the two groups in 2019.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Score gaps were smaller for several other reported student groups in comparison to 2009. For example, the score gaps between White students and their Black and Hispanic peers were smaller in 2019 than in 2009. Greater score gains in science from 2009 to 2019 for Black and Hispanic students contributed to a narrowing of the score gaps between these groups and their White peers."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eScore gaps were smaller for several other reported student groups in comparison to 2009. For example, the score gaps between White students and their Black and Hispanic peers were smaller in 2019 than in 2009. Greater score gains in science from 2009 to 2019 for Black and Hispanic students contributed to a narrowing of the score gaps between these groups and their White peers.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"overall-naep-achievement-levels-grade-8","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=17","page_area=47"],"post":{"id":1690,"title":"Science Highlights \u0026#8211; Grade 8: NAEP Achievement-Level Results","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In 2019, there were no significant changes in the percentages of students performing at or above [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary] or below [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary] on the science assessment compared to 2015.\u0026nbsp;\u0026nbsp;"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn 2019, there were no significant changes in the percentages of students performing at or above [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary] or below [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary] on the science assessment compared to 2015.\u0026nbsp;\u0026nbsp;\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"The percentages of students who performed at or above [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary] and at [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Advanced\u003c/em\u003e\u003c/span\u003e[/glossary] were higher in 2019 than in 2009; the percentage of students who performed below [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary] was lower. "},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe percentages of students who performed at or above [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary] and at [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Advanced\u003c/em\u003e\u003c/span\u003e[/glossary] were higher in 2019 than in 2009; the percentage of students who performed below [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary] was lower. \u003c/p\u003e\n"}]},"hasOther":false},{"key":"student-experiences-grade-8","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=17","page_area=121"],"post":{"id":1693,"title":"Science Highlights \u0026#8211; Grade 8: Student Experiences with Scientific Inquiry","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"As part of the 2019 NAEP science assessment, eighth-graders were asked how often (\u003cem\u003enever or hardly ever, once in a while, sometimes, often, \u003c/em\u003eor \u003cem\u003ealways or almost always\u003c/em\u003e) they did eight activities in their science class that involved scientific inquiry."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eAs part of the 2019 NAEP science assessment, eighth-graders were asked how often (\u003cem\u003enever or hardly ever, once in a while, sometimes, often, \u003c/em\u003eor \u003cem\u003ealways or almost always\u003c/em\u003e) they did eight activities in their science class that involved scientific inquiry.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In 2019, forty-two percent of all eighth-grade students in the nation reported that they participated in inquiry-related activities in their science class at a frequency ranging from\u003cem\u003e never to\u003c/em\u003e \u003cem\u003eonce in a while\u003c/em\u003e. Larger percentages of lower-performing students (below the 25th percentile) than higher-performing students (at or above the 75th percentile) reported that they \u003cem\u003enever or hardly ever \u003c/em\u003eor \u003cem\u003eonce in a while\u003c/em\u003e participated in the following inquiry-related activities:"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn 2019, forty-two percent of all eighth-grade students in the nation reported that they participated in inquiry-related activities in their science class at a frequency ranging from\u003cem\u003e never to\u003c/em\u003e \u003cem\u003eonce in a while\u003c/em\u003e. Larger percentages of lower-performing students (below the 25th percentile) than higher-performing students (at or above the 75th percentile) reported that they \u003cem\u003enever or hardly ever \u003c/em\u003eor \u003cem\u003eonce in a while\u003c/em\u003e participated in the following inquiry-related activities:\u003c/p\u003e\n"},{"attrs":{"ordered":false,"values":"","type":""},"blockName":"core/list","innerBlocks":[],"rendered":"\n\u003cul\u003e\u003cli\u003ecame up with research questions to explore how something works;\u003c/li\u003e\u003cli\u003emade drawings that explain why or how something happens;\u003c/li\u003e\u003cli\u003eused tables or graphs to identify relationships between variables;\u003c/li\u003e\u003cli\u003eused math equations to explain or support scientific conclusions;\u003c/li\u003e\u003cli\u003eused evidence from experiments to explain why something happens; and\u003c/li\u003e\u003cli\u003ecombined information about science from multiple sources for an assignment.\u003c/li\u003e\u003c/ul\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"See a data table summarizing the full set of results for eighth-grade student experiences with scientific inquiry by percentile in the \u003ca href=\"https://ets-science-2019.forumone.dev/science/student-experiences/?grade=8\"\u003eReport Card\u003c/a\u003e."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eSee a data table summarizing the full set of results for eighth-grade student experiences with scientific inquiry by percentile in the \u003ca href=\"https://ets-science-2019.forumone.dev/science/student-experiences/?grade=8\"\u003eReport Card\u003c/a\u003e.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"by-percentile-grade-12","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=31","page_area=16"],"post":{"id":1696,"title":"Science Highlights \u0026#8211; Grade 12: Percentile and Content Area Scores","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"There were no significant changes in science scores for twelfth-grade students at all five selected percentiles in 2019 compared to 2015. There also were no significant changes in average scores since 2015 for any reported student groups including: race/ethnicity, gender, parental education level, type of school, attendance at a charter school, school location, region of the country, status as students with disabilities, and status as English learners. In addition, there were no significant changes in science score gaps at grade 12 for most reported student groups in 2019 compared to 2015 and 2009. "},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThere were no significant changes in science scores for twelfth-grade students at all five selected percentiles in 2019 compared to 2015. There also were no significant changes in average scores since 2015 for any reported student groups including: race/ethnicity, gender, parental education level, type of school, attendance at a charter school, school location, region of the country, status as students with disabilities, and status as English learners. In addition, there were no significant changes in science score gaps at grade 12 for most reported student groups in 2019 compared to 2015 and 2009. \u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Overall student performance in science has also not significantly changed in comparison with 2009. However, the score declined by 4 points for the lowest-performing twelfth-graders at the 10th percentile in 2019. An apparent score increase of 3 points for the highest-performing students at the 90th percentile in 2019 was not a statistically significant change compared to 2009."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eOverall student performance in science has also not significantly changed in comparison with 2009. However, the score declined by 4 points for the lowest-performing twelfth-graders at the 10th percentile in 2019. An apparent score increase of 3 points for the highest-performing students at the 90th percentile in 2019 was not a statistically significant change compared to 2009.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Download a \u003ca href=\"/highlights/science/2019/supporting_files/2019_SCI_G12_score_changes_by_student_groups.xlsx\"\u003edata table summarizing the full set of results for twelfth-grade student group scores by percentile (.xlsx)\u003c/a\u003e."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eDownload a \u003ca href=\"/highlights/science/2019/supporting_files/2019_SCI_G12_score_changes_by_student_groups.xlsx\"\u003edata table summarizing the full set of results for twelfth-grade student group scores by percentile (.xlsx)\u003c/a\u003e.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","level":5,"placeholder":""},"blockName":"core/heading","innerBlocks":[],"rendered":"\n\u003ch5 class=\"is-style-section-heading\"\u003eNo significant changes in average scores across the content areas at grade 12 compared to 2015; scores decline for lowest-performing students in Physical Science and Life Science\u003c/h5\u003e\n"}]},"hasOther":false},{"key":"by-percentile-2-grade-12","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=31","page_area=118"],"post":{"id":1699,"title":"Science Highlights \u0026#8211; Grade 12: Percentile and Content Area Scores \u0026#8211; 2","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Average scores did not significantly change across the science content areas in comparison to 2015. Looking at content area scores by performance level in 2019, the lowest-performing students at the 10th percentile scored lower in Physical Science and Life Science compared to 2015.\u0026nbsp;"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eAverage scores did not significantly change across the science content areas in comparison to 2015. Looking at content area scores by performance level in 2019, the lowest-performing students at the 10th percentile scored lower in Physical Science and Life Science compared to 2015.\u0026nbsp;\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"While average scores were not significantly different compared to 2009 across the science content areas, there were significant changes in percentile scores as follows:"},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eWhile average scores were not significantly different compared to 2009 across the science content areas, there were significant changes in percentile scores as follows:\u003c/p\u003e\n"},{"attrs":{"ordered":false,"values":"","type":""},"blockName":"core/list","innerBlocks":[],"rendered":"\n\u003cul\u003e\u003cli\u003eStudents at the 10th percentile scored lower in Physical Science and Life Science; students at the 25th percentile also scored lower in Physical Science; and\u003c/li\u003e\u003cli\u003eStudents at the 75th and 90th percentiles scored higher in Life Science.\u003c/li\u003e\u003c/ul\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Please note that NAEP science content area scales are developed independently. As a result, comparisons cannot be made from one content area to another."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003ePlease note that NAEP science content area scales are developed independently. As a result, comparisons cannot be made from one content area to another.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"overall-naep-achievement-levels-grade-12","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=31","page_area=47"],"post":{"id":1702,"title":"Science Highlights \u0026#8211; Grade 12: NAEP Achievement-Level Results","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In 2019, there were no significant changes in the percentages of students who performed at or above [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary], below [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary], or at [glossary term=\"naep-advanced\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Advanced\u003c/em\u003e\u003c/span\u003e[/glossary] compared to 2015 and 2009."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn 2019, there were no significant changes in the percentages of students who performed at or above [glossary term=\"naep-proficient\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/span\u003e[/glossary], below [glossary term=\"naep-basic\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/span\u003e[/glossary], or at [glossary term=\"naep-advanced\"]\u003cspan style=\"text-decoration: underline;\"\u003e\u003cem\u003eNAEP Advanced\u003c/em\u003e\u003c/span\u003e[/glossary] compared to 2015 and 2009.\u003c/p\u003e\n"}]},"hasOther":false},{"key":"coursetaking-grade-12","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=31","page_area=107"],"post":{"id":1705,"title":"Science Highlights \u0026#8211; Grade 12: Science Coursetaking","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"As part of the 2019 NAEP science assessment, twelfth-grade students were asked about the science courses they had taken since eighth grade and whether they were currently enrolled in or had taken Advanced Placement (AP) science courses. Note that coursetaking data are collected from students’ self-reports of their coursetaking history and are not taken from students’ transcripts."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eAs part of the 2019 NAEP science assessment, twelfth-grade students were asked about the science courses they had taken since eighth grade and whether they were currently enrolled in or had taken Advanced Placement (AP) science courses. Note that coursetaking data are collected from students’ self-reports of their coursetaking history and are not taken from students’ transcripts.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"The typical high school science course sequence begins with biology, followed by chemistry and physics. In 2019, forty-one percent of all twelfth-grade students in the nation reported having taken courses in biology, chemistry, and physics. These students had a higher science score on average (160) than the 37 percent of students who reported having taken biology and chemistry (150) and the 22 percent of students who reported having taken biology only or other science courses (132)."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eThe typical high school science course sequence begins with biology, followed by chemistry and physics. In 2019, forty-one percent of all twelfth-grade students in the nation reported having taken courses in biology, chemistry, and physics. These students had a higher science score on average (160) than the 37 percent of students who reported having taken biology and chemistry (150) and the 22 percent of students who reported having taken biology only or other science courses (132).\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"Additionally, 71 percent of grade 12 students in 2019 reported having taken no AP science courses. These students had a lower science score on average (143) than the 17 percent of students who reported having taken one AP course (165), the 7 percent of students who reported having taken two AP courses (179), and the 5 percent of students who reported having taken three or more AP courses (176)."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eAdditionally, 71 percent of grade 12 students in 2019 reported having taken no AP science courses. These students had a lower science score on average (143) than the 17 percent of students who reported having taken one AP course (165), the 7 percent of students who reported having taken two AP courses (179), and the 5 percent of students who reported having taken three or more AP courses (176).\u003c/p\u003e\n"}]},"hasOther":false},{"key":"interest-in-a-science-career-grade-12","log":["categories=116","jurisdiction=5","subject=26","page_type=9","grade=31","page_area=76"],"post":{"id":1711,"title":"Science Highlights \u0026#8211; Grade 12: Student Interest in a Science Career","blocks":[{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"As part of the 2019 NAEP science assessment, twelfth-graders were asked how likely (\u003cem\u003enot at all likely\u003c/em\u003e, \u003cem\u003enot likely\u003c/em\u003e, \u003cem\u003esomewhat likely\u003c/em\u003e, \u003cem\u003equite likely\u003c/em\u003e, or \u003cem\u003eextremely likely\u003c/em\u003e) they were to pursue a career in science."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eAs part of the 2019 NAEP science assessment, twelfth-graders were asked how likely (\u003cem\u003enot at all likely\u003c/em\u003e, \u003cem\u003enot likely\u003c/em\u003e, \u003cem\u003esomewhat likely\u003c/em\u003e, \u003cem\u003equite likely\u003c/em\u003e, or \u003cem\u003eextremely likely\u003c/em\u003e) they were to pursue a career in science.\u003c/p\u003e\n"},{"attrs":{"align":"","content":"","dropCap":false,"placeholder":"","direction":"","text":"In 2019, forty-six percent of all twelfth-grade students in the nation reported that they were \u003cem\u003esomewhat or more likely\u003c/em\u003e to pursue a science career in science. A larger percentage of female students (51 percent) than male students (42 percent) reported that they were \u003cem\u003esomewhat or more likely\u003c/em\u003e to pursue a science career."},"blockName":"core/paragraph","innerBlocks":[],"rendered":"\n\u003cp\u003eIn 2019, forty-six percent of all twelfth-grade students in the nation reported that they were \u003cem\u003esomewhat or more likely\u003c/em\u003e to pursue a science career in science. A larger percentage of female students (51 percent) than male students (42 percent) reported that they were \u003cem\u003esomewhat or more likely\u003c/em\u003e to pursue a science career.\u003c/p\u003e\n"}]},"hasOther":false}],"cmsAdmin":"","glossary":{"explain-percentiles-science-g12":{"id":"explain-percentiles-science-g12","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003ePercentile data show the NAEP scale scores of students performing within lower, middle, and higher ranges of performance on an assessment. The percentile represents the percentage of students scoring below a selected scale score. For example, as shown in the chart, the 10th percentile scale score in 2019 is 100, which indicates that 10 percent of twelfth-grade students scored below 100 on the NAEP science assessment.\u003c/p\u003e\n"},"explain-percentiles-science-g8":{"id":"explain-percentiles-science-g8","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003ePercentile data show the NAEP scale scores of students performing within lower, middle, and higher ranges of performance on an assessment. The percentile represents the percentage of students scoring below a selected scale score. For example, as shown in the chart, the 10th percentile scale score in 2019 is 106, which indicates that 10 percent of eighth-grade students scored below 106 on the NAEP science assessment.\u003c/p\u003e\n"},"explain-percentiles-science-g4":{"id":"explain-percentiles-science-g4","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eExplain percentiles\u003c/h3\u003e\n\n\n\n\u003cp\u003ePercentile data show the NAEP scale scores of students performing within lower, middle, and higher ranges of performance on an assessment. The percentile represents the percentage of students scoring below a selected scale score. For example, as shown in the chart, the 10th percentile scale score in 2019 is 103, which indicates that 10 percent of fourth-grade students scored below 103 on the NAEP science assessment.\u003c/p\u003e\n"},"revised-assessment-format":{"id":"revised-assessment-format","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eRevised assessment format\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe revised assessment format uses more current assessment procedures and content introduced in 2004. The 2004 revisions aligned the long-term trend assessment with assessment practices and policies applicable to the NAEP main assessments. As a result of the revisions, both revised and original assessment formats were administered in 2004 for the purpose of maintaining the trend line. See more information about \u003ca href=\"https://nces.ed.gov/nationsreportcard/ltt/bridge_study.aspx\"\u003ethe assessment format and changes made to the long-term trend assessment.\u003c/a\u003e\u003c/p\u003e\n"},"original-assessment-format":{"id":"original-assessment-format","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eOriginal assessment format\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe original assessment format of long-term trend assessments was used from the 1970s until 2004. In 2004, changes were made that resulted in a revised assessment format. See more information about \u003ca href=\"https://nces.ed.gov/nationsreportcard/ltt/bridge_study.aspx\"\u003ethe assessment format and changes made to the long-term trend assessment.\u003c/a\u003e\u003c/p\u003e\n"},"1971-reading-note":{"id":"1971-reading-note","definition":"\n\u003cp\u003eReading long-term trend results were first available in 1975 for Hispanic students and students whose race/ethnicity was classified as “Other.” Therefore, the results shown in the 1971 section for these students are from the 1975 assessment.\u003c/p\u003e\n"},"block":{"id":"block","definition":"\n\u003cp\u003eA group of assessment items created by dividing the item pool for an age or grade into subsets. Blocks are used in the implementation of the BIB spiral sample design.\u003c/p\u003e\n"},"students-with-disabilities-sd":{"id":"students-with-disabilities-sd","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eStudents with disabilities (SD)\u003c/h3\u003e\n\n\n\n\u003cp\u003eA student with a disability may need specially designed instruction to meet his or her learning goals. A student with a disability will usually have an Individualized Education Plan (IEP), which guides his or her special education instruction. Students with disabilities are often referred to as special education students and may be classified by their school as learning disabled (LD) or emotionally disturbed (ED). The goal of NAEP is that students who are capable of participating meaningfully in the assessment are assessed, but some students with disabilities selected by NAEP may not be able to participate, even with the accommodations provided.\u003c/p\u003e\n"},"significantly-different-statistically-significant-statistically-significant-difference":{"id":"significantly-different-statistically-significant-statistically-significant-difference","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eSignificantly different, statistically significant, statistically significant difference\u003c/h3\u003e\n\n\n\n\u003cp\u003eStatistical tests are conducted to determine whether the changes or differences between two result numbers are statistically significant. The term \"significant\" does not imply a judgment about the absolute magnitude or educational relevance of changes in student performance. Rather, it is used to indicate that the observed changes are not likely to be associated with sampling and measurement error, but are statistically dependable population differences. NAEP uses widely accepted statistical standards in analyzing data. For instance, this website discusses only findings that are statistically significant at the .05 level. However, some differences that are statistically significant appear small, particularly in recent assessment years, when the sample sizes have been larger.\u003c/p\u003e\n\n\n\n\u003cp\u003eNOTE: Differences between scale scores or percentages are calculated using unrounded values. In some instances, the result of the subtraction differs from what would be obtained by subtracting the rounded values shown in the accompanying figure or table.\u003c/p\u003e\n"},"selected-response-item":{"id":"selected-response-item","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eSelected-response question\u003c/h3\u003e\n\n\n\n\u003cp\u003eA digitally based assessment question in which students read a question and are presented with a set of options from which they choose one or more correct answers. This format includes questions such as multiple response, matching, grid, zone, and in-line choice.\u003c/p\u003e\n"},"scaling":{"id":"scaling","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eScaling\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe process of assigning numbers to reflect students' performance on an assessment. In NAEP, scaling is based on Item Response Theory (IRT) and results in a scale score for each subject area that can be used to summarize levels of performance attained by particular groups of students.\u003c/p\u003e\n"},"sample":{"id":"sample","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eSample\u003c/h3\u003e\n\n\n\n\u003cp\u003eA subset of a population whose characteristics are studied to gain information about the entire population. NAEP assesses a representative sample of students each year, rather than the entire population of students.\u003c/p\u003e\n"},"naep-proficient":{"id":"naep-proficient","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003e\u003cem\u003eNAEP Proficient\u003c/em\u003e\u003c/h3\u003e\n\n\n\n\u003cp\u003eThis level represents solid academic performance for each NAEP assessment. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real world situations, and analytical skills appropriate to the subject matter.\u003c/p\u003e\n"},"pilot-test":{"id":"pilot-test","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003ePilot test\u003c/h3\u003e\n\n\n\n\u003cp\u003eA pretest of items to obtain information regarding clarity, difficulty levels, timing, feasibility, and special administrative situations. The pilot test is performed before revising and selecting the items to be used in the assessment, or in the case of math and reading at grades 4 and 8, before selecting items to be used in the field test.\u003c/p\u003e\n"},"omitted-response":{"id":"omitted-response","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eOmitted response\u003c/h3\u003e\n\n\n\n\u003cp\u003eA missing response prior to the last observed response; this is considered an intentional behavior. This term is contrasted with the term not reached.\u003c/p\u003e\n"},"off-task-response":{"id":"off-task-response","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eOff-task response\u003c/h3\u003e\n\n\n\n\u003cp\u003eA response that is unrelated to the question being posed; differs from an incorrect response to the question or an omitted response.\u003c/p\u003e\n"},"national-school-lunch-program-nslp":{"id":"national-school-lunch-program-nslp","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eNational School Lunch Program (NSLP)\u003c/h3\u003e\n\n\n\n\u003cp\u003eA federally assisted meal program that provides low-cost or free lunches to eligible students. It is sometimes referred to as the free/reduced-price lunch program. Free lunches are offered to those students whose family incomes are at or below 130 percent of the poverty level; reduced-price lunches are offered to those students whose family incomes are between 130 percent and 185 percent of the poverty level.\u003c/p\u003e\n"},"nonresponse":{"id":"nonresponse","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eNonresponse\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe failure to obtain responses or measurements for all sample elements.\u003c/p\u003e\n"},"item-response-theory-irt":{"id":"item-response-theory-irt","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eItem Response Theory (IRT)\u003c/h3\u003e\n\n\n\n\u003cp\u003eTest analysis procedures that assume a mathematical model for the probability that an examinee will respond correctly to a specific test question, given the examinee's overall performance and characteristics of the questions on the test.\u003c/p\u003e\n"},"field-test":{"id":"field-test","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eField test\u003c/h3\u003e\n\n\n\n\u003cp\u003eItems in NAEP mathematics and reading assessments at grades 4 and 8 go through two phases of pretesting: pilot testing and field testing. A field test is the second phase of pretesting and is given one year prior to the operational NAEP assessment. After the field test, the development for the assessment instruments for the following year is finalized. The instruments are then administered to a nationally representative sample of students, and the analytical steps for estimating the distribution parameters of items by population and reporting groups are conducted. NOTE: Previously, the term \"field test\" referred to the first phase of item pretesting in all NAEP subject-area assessments. However, beginning with the 2003 assessments, the term applies only to reading and mathematics. The phase of pretesting formerly referred to as a field test, beginning in 2003 and for all future assessments, will be referred to as the \"pilot test.\" All items in NAEP assessments are pilot tested, but only reading and mathematics are field tested.\u003c/p\u003e\n"},"factor-analysis":{"id":"factor-analysis","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eFactor analysis\u003c/h3\u003e\n\n\n\n\u003cp\u003eA procedure that provides an explanation of the relationships among variables in terms of a smaller number of unobserved variables called factors.\u003c/p\u003e\n"},"english-learners-el":{"id":"english-learners-el","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eEnglish learners (EL)\u003c/h3\u003e\n\n\n\n\u003cp\u003eA term used to describe students who are in the process of acquiring English language skills and knowledge. Some schools refer to these students using the term limited-English-proficient (LEP). \"Limited English Proficient\" is also the terminology used in NAEP technical documentation prior to the 2005 NAEP assessment.\u003c/p\u003e\n"},"convergent-and-discriminant-validity":{"id":"convergent-and-discriminant-validity","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eConvergent and Discriminant Validity\u003c/h3\u003e\n\n\n\n\u003cp\u003eConvergent validity is a type of construct validity where it is shown that assessment scores have a high correlation with other scores that should be related to the assessment of interest; in contrast, discriminant validity shows that assessment scores have a low correlation with other scores that should not be related to the assessment of interest.\u003c/p\u003e\n"},"cut-score":{"id":"cut-score","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eCut score\u003c/h3\u003e\n\n\n\n\u003cp\u003eThe minimum score required for performance at each NAEP achievement level. NAEP cut scores are determined through a standard-setting process that convenes a cross-section of educators and interested citizens from across the nation. The group determines what students should know and be able to do relative to a body of content reflected in the framework. The National Assessment Governing Board then adopts a set of cut scores on the scale that defines the lower boundaries of \u003cem\u003eNAEP Basic\u003c/em\u003e, \u003cem\u003eNAEP Proficient\u003c/em\u003e, and \u003cem\u003eNAEP Advanced\u003c/em\u003e.\u003c/p\u003e\n"},"constructed-response-item":{"id":"constructed-response-item","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eConstructed-response question\u003c/h3\u003e\n\n\n\n\u003cp\u003eA non-multiple-choice question that requires some type of written or verbal response.\u003c/p\u003e\n"},"construct":{"id":"construct","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eConstruct\u003c/h3\u003e\n\n\n\n\u003cp\u003eAn abstract image, idea, or theory, especially a complex one, formed from a number of simpler observable elements. Constructs represent ideas constructed by scientists to help summarize a group of related phenomena or objects.\u003c/p\u003e\n"},"bias":{"id":"bias","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003eBias\u003c/h3\u003e\n\n\n\n\u003cp\u003eIn statistics, the difference between the expected value of an estimator and the population parameter being estimated. If the average value of the estimator across all possible samples (the estimator's expected value) equals the parameter being estimated, the estimator is said to be unbiased; otherwise, the estimator is biased.\u003c/p\u003e\n"},"naep-basic":{"id":"naep-basic","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003e\u003cem\u003eNAEP Basic\u003c/em\u003e\u003c/h3\u003e\n\n\n\n\u003cp\u003eThis level denotes partial mastery of prerequisite knowledge and skills that are fundamental for performance at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level.\u003c/p\u003e\n"},"naep-advanced":{"id":"naep-advanced","definition":"\n\u003ch3 class=\"is-style-basic-heading\"\u003e\u003cem\u003eNAEP Advanced\u003c/em\u003e\u003c/h3\u003e\n\n\n\n\u003cp\u003eThis level signifies superior performance beyond \u003cem\u003eNAEP Proficient\u003c/em\u003e.\u003c/p\u003e\n"},"science-naep-basic-g12":{"id":"science-naep-basic-g12","definition":"\n\u003cp\u003eTwelfth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level should be able to describe, measure, classify, explain, and predict phenomena at multiple scales, from atomic/molecular to interstellar. They should be able to design and critique observational and experimental studies, and be able to propose and critique solutions to problems at local or regional scales. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-basic-g8":{"id":"science-naep-basic-g8","definition":"\n\u003cp\u003eEighth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level should be able to state or recognize correct science principles. They should be able to explain and predict observations of natural phenomena at multiple scales, from microscopic to global. Students should be able to design observational and experimental investigations and be able to propose and critique the scientific validity of alternative individual and local community responses to design problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-basic-g4":{"id":"science-naep-basic-g4","definition":"\n\u003cp\u003eFourth-grade students performing at the \u003cem\u003eNAEP Basic\u003c/em\u003e level should be able to describe, measure, and classify familiar objects in the world around them, as well as explain and make predictions about familiar processes. They should be able to critique simple observational studies and look for patterns in their observations. Students should also be able to propose and critique alternative solutions to problems involving familiar systems and processes. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-proficient-g12":{"id":"science-naep-proficient-g12","definition":"\n\u003cp\u003eTwelfth-grade students performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level should be able to demonstrate relationships and compare alternative models, predictions, and explanations. They should be able to design and critique observational and experimental studies controlling multiple variables, use scientific models to explain results, and choose among alternative conclusions. Students should be able to compare scientific costs or risks and benefits of alternative solutions to problems at local or regional scales. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-proficient-g8":{"id":"science-naep-proficient-g8","definition":"\n\u003cp\u003eEighth-grade students performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level should be able to demonstrate relationships among closely related science principles. They should be able to explain and predict observations of phenomena at multiple scales, from microscopic to macroscopic and local to global. Students should also be able to use evidence from investigations in arguments that accept, revise, or reject scientific models and be able to use scientific criteria to propose and critique alternative individual and local community responses to design problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-proficient-g4":{"id":"science-naep-proficient-g4","definition":"\n\u003cp\u003eFourth-grade students performing at the \u003cem\u003eNAEP Proficient\u003c/em\u003e level should be able to demonstrate relationships among closely related science concepts, as well as analyze alternative explanations or predictions. They should be able to identify patterns in data and/or explain these patterns. Students should also be able to identify and critique alternative responses to design problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-advanced-g12":{"id":"science-naep-advanced-g12","definition":"\n\u003cp\u003eTwelfth-grade students performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level should be able to use alternative models to generate predictions and explanations. They should be able to design and critique investigations that relate data to alternative models of phenomena. Students should be able to compare costs or risks and benefits of alternative solutions to problems at local, regional, and global scales. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-advanced-g8":{"id":"science-naep-advanced-g8","definition":"\n\u003cp\u003eEighth-grade students performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level should be able to develop alternative representations of science principles and explanations of observations. They should be able to design and critique investigations involving sampling processes, data quality review processes, and control of variables. Students should be able to propose and critique alternative solutions that reflect science-based trade-offs for addressing local and regional problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"science-naep-advanced-g4":{"id":"science-naep-advanced-g4","definition":"\n\u003cp\u003eFourth-grade students performing at the \u003cem\u003eNAEP Advanced\u003c/em\u003e level should be able to demonstrate relationships among different representations of science principles, as well as propose alternative explanations or predictions of phenomena. They should be able to design studies that use sampling strategies to obtain evidence. Students should also be able to propose and critique alternative individual and local community responses to design problems. Learn more about the \u003ca rel=\"noreferrer noopener\" target=\"_blank\" href=\"http://nces.ed.gov/nationsreportcard/science/achieve.aspx\"\u003escience achievement-level descriptions\u003c/a\u003e.\u003c/p\u003e\n"},"test-naep-proficient":{"id":"test-naep-proficient","definition":"\n\u003cp\u003e\u003c/p\u003e\n\n\n\n\u003cpre class=\"wp-block-preformatted\"\u003eWhat about some text here?\u003c/pre\u003e\n\n\n\n\u003cp\u003eThis level represents solid academic performance for each NAEP assessment. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real world situations, and analytical skills appropriate to the subject matter.\u003c/p\u003e\n"}}},"__N_SSG":true},"page":"/","query":{},"buildId":"6tgimhkp64YG_CfsnUq_k","assetPrefix":"/highlights/science/2019","nextExport":false,"isFallback":false,"gsp":true}</script><script nomodule="" src="/highlights/science/2019/_next/static/chunks/polyfills-c30a0338d988282f18a0.js"></script><script src="/highlights/science/2019/_next/static/chunks/main-1db456f13094e4f620b2.js" async=""></script><script src="/highlights/science/2019/_next/static/chunks/webpack-7aef8f5a8ab574c502f5.js" async=""></script><script src="/highlights/science/2019/_next/static/chunks/framework.0af185ce84f114f60bdc.js" async=""></script><script src="/highlights/science/2019/_next/static/chunks/98ab6578.586b805af3358a6b0bd8.js" async=""></script><script src="/highlights/science/2019/_next/static/chunks/29107295.c0f4e10aa51d67eb3bf2.js" async=""></script><script src="/highlights/science/2019/_next/static/chunks/71247caf95475e3ea7f9a0f8a30beb258b23d005.5fe39fb5cf6ecf81a68e.js" async=""></script><script src="/highlights/science/2019/_next/static/chunks/f6078781a05fe1bcb0902d23dbbb2662c8d200b3.3b1203bf240e77c4ba1e.js" async=""></script><script src="/highlights/science/2019/_next/static/chunks/styles.089b347626ae3dff066c.js" async=""></script><script src="/highlights/science/2019/_next/static/chunks/pages/_app-191db2842331adeabaaf.js" async=""></script><script src="/highlights/science/2019/_next/static/chunks/pages/index-6705433d32c339910c4c.js" async=""></script><script src="/highlights/science/2019/_next/static/6tgimhkp64YG_CfsnUq_k/_buildManifest.js" async=""></script><script src="/highlights/science/2019/_next/static/6tgimhkp64YG_CfsnUq_k/_ssgManifest.js" async=""></script></body></html>