National: Fourth- and eighth-graders score higher in mathematics than in any of the previous assessment years.
State: Students in D.C., Hawaii, New Mexico, and Rhode Island make gains since 2009 at both grades.
District: At both grades, students in Atlanta score higher in 2011 than in 2009.
To investigate the relationship between students’ achievement and various contextual factors, NAEP collects information from teachers about their background, education, and training. One of the questions on the teacher questionnaires for grade 4 and grade 8 asked them to indicate the highest degree that they held. Explore this contextual factor below for the nation, states, and the districts participating in the Trial Urban District Assessment (TUDA).
Grade 4 Nation: Teacher's Highest Degree
At grade 4, students whose teachers hold master’s degrees have scored higher than their peers whose teachers hold bachelor’s degrees in every assessment since 2005.
For grade 4 students whose teachers held master’s degrees, the average score was 239 in 2005; 241 in 2007 and 2009; and 242 in 2011. Each of these scores is significantly different from that of students whose teachers held bachelor’s degrees; their scores were 236 in 2005; 238 in 2007 and 2009; and 239 in 2011.
Grade 8 Nation: Teacher's Highest Degree
As at grade 4, students at grade 8 whose teachers hold master’s degrees have scored higher than their peers whose teachers hold bachelor’s degrees in every assessment since 2005.
For grade 8 students whose teachers held master’s degrees, the average score was 282 in 2005; 284 in 2007; and 285 in 2009 and 2011. Each of these scores is significantly different from that of students whose teachers held bachelor’s degrees; their scores were 277 in 2005; 279 in 2007; 280 in 2009; and 282 in 2011.
Grade 4 Nation: Teacher's Highest Degree
Since 2005, the percentage of the nation’s grade 4 public school students whose teachers hold master’s degrees as their highest academic degree has increased and the percentage holding bachelor’s degrees has decreased.
The percentage of students at grade 4 whose teachers held master’s degrees was 40 in 2005; 43 in 2007; and 45 in 2009. These percentages are all significantly different from the percentage of 48 in 2011. The percentage of students at grade 4 whose teachers held bachelor’s degrees was 54 in 2005; 51 in 2007; and 49 in 2009. The percentages are all significantly different from the percentage of 46 in 2011.
Grade 8 Nation: Teacher's Highest Degree
At grade 8, the proportion of teachers holding master’s degrees increased by 6 percentage points since 2009, while the proportion holding bachelor’s degrees has decreased by 7 percentage points over the same time period.
The percentage of students at grade 8 whose teachers held master’s degrees was 42 in 2005; 44 in 2007; and 45 in 2009. These percentages are all significantly different from the percentage of 51 in 2011. The percentage of students at grade 8 whose teachers held bachelor’s degrees was 53 in 2005; 51 in 2007; and 50 in 2009. The percentages are all significantly different from the percentage of 43 in 2011.
Grade 4 State: Teacher's Highest Degree
While 48 percent of the nation’s grade 4 public school students in 2011 have teachers who hold master’s degrees, the percentages in the states vary greatly, ranging from 22 percent in Oklahoma and Texas to 87 percent in New York.
In 2011, between 76 and 100 percent of grade 4 students in New York have teachers who hold master’s degrees, while the percentages in Louisiana, Oklahoma, and Texas are between 0 and 25 percent. In Alabama, Colorado, Connecticut, Delaware, District of Columbia, Illinois, Massachusetts, Michigan, Minnesota, Missouri, Nevada, New Hampshire, Ohio, Oregon, Pennsylvania, Rhode Island, South Carolina, Vermont, Washington, and Wisconsin, the percentages are between 51 and 75 percent. The percentages in the remaining states are between 26 and 50 percent.
Grade 8 State: Teacher's Highest Degree
In 2011, fifty-one percent of grade 8 public school students in the nation have teachers who hold master’s degrees. The percentages in the states range from 23 percent in Texas to 88 percent in New York.
In 2011, between 76 and 100 percent of grade 8 students in New York have teachers who hold master’s degrees, while the percentages in Oklahoma and Texas are between 0 and 25 percent. In Alabama, Alaska, Colorado, Connecticut, Delaware, Illinois, Indiana, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, Nebraska, Nevada, New Hampshire, Ohio, Oregon, Pennsylvania, Vermont, Washington, West Virginia, and Wisconsin, the percentages are between 51 and 75 percent. The percentages in the remaining states are between 26 and 50 percent.
Grade 4 District: Teacher's Highest Degree
Forty-eight percent of the nation’s grade 4 public school students in 2011 had teachers who held master’s degrees (the same percentage as large cities). The percentages in urban districts varied from 25 percent in Fresno to 84 percent in New York City.
In 2011 in New York City, between 76 and 100 percent of grade 4 students have teachers who hold master’s degrees, while the percentage in Atlanta, Boston, Chicago, Cleveland, Detroit, the District of Columbia (DCPS), Jefferson County (Kentucky), Milwaukee, Philadelphia, and San Diego is between 51 and 75 percent. In Albuquerque, Austin, Baltimore City, Charlotte, Dallas, Hillsborough County (Florida), Houston, Los Angeles, and Miami-Dade the percentage is between 26 and 50 percent, while the percentage in Fresno is between 0 and 25 percent.
Grade 8 District: Teacher's Highest Degree
Fifty-one percent of grade 8 public school students in the nation in 2011 had teachers who held master’s degrees. The percentages in urban districts ranged from 20 percent in Fresno to 81 percent in New York City.
In 2011 in New York City and Cleveland, between 76 and 100 percent of grade 8 students have teachers who hold master’s degrees, while the percentage in Albuquerque, Atlanta, Baltimore City, Boston, Chicago, Detroit, Jefferson County (Kentucky), Milwaukee, Philadelphia, and San Diego is between 51 and 75 percent. In Austin, Charlotte, Dallas, the District of Columbia (DCPS), Hillsborough County (Florida), Los Angeles, and Miami-Dade the percentage is between 26 and 50 percent, while the percentage in Fresno and Houston is between 0 and 25 percent.
NOTE: The percentages for each assessment year do not sum to 100 because results are not shown for the other levels of education reported by teachers.
Explore these results further.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2005-2011 Mathematics Assessments.