Mathematics Classroom Context

NAEP collects information on student, teacher, and school characteristics to provide context for results. The tables below provide a selection of results from the 2011 teacher and student questionnaires. These results focus on teacher preparation and instructional practices.

Grade 4

Grade 8

Eighty-seven percent of New York students have teachers with a master’s as their highest academic degree (higher than the nation and all the other Mega-States).
Forty-one percent of Illinois students have teachers who never allow the use of calculators on tests (lower than the nation and all the other Mega-States).

Percentage of students in grade 4 mathematics, by selected characteristics and jurisdiction: 2011
Jurisdiction	Teacher has master’s degree as highest academic degree		Teacher never allows calculators on tests		Teacher places heavy emphasis on algebra and functions		5 to 6.9 hours per week on mathematics instruction		7 hours or more on mathematics instruction
Nation (public)	48		70		46		59		31
California	38	*	94	*	65	*	61		30
Florida	36	*	95	*	65	*	73	*	20	*
Illinois	61	**	41	**	37	*	74	*	13	**
New York	87	**	89	**	38	*	53	*	26	*
Texas	22	**	98	*	44		33	**	56	**
* Significantly different (p < .05) from the nation. ** Significantly different (p < .05) from the nation and the other Mega-States. NOTE: See complete data for highest academic degree, using calculators on tests, emphasis on algebra and functions, and time per week on mathematics instructions. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Mathematics Assessment.