The performance of 4th- and 8th-graders in geography increased from 1994 to 2001, while no differences were detected in the performance of 12th-graders. In 2001, 21 percent of 4th-graders, 30 percent of 8th-graders, and 25 percent of 12th-graders were at or above the Proficient level.

The National Assessment of Educational Progress (NAEP) assessed 4th-, 8th-, and 12th-grade student performance in geography in 1994 and 2001. The average scale scores of 4th- and 8th-graders increased from 1994 to 2001 (from 206 to 209 and from 260 to 262, respectively), while there was no significant change in the scale score at grade 12 (see table 13-1).

Achievement levels, which identify what students should know and be able to do in each grade, provide another measure of student performance. In 2001, 21 percent of 4th-graders, 30 percent of 8th-graders, and 25 percent of 12th-graders were at or above the Proficient level, which is defined as "solid academic performance for each grade assessed." At grades 4 and 8, the percentage of students below Basic decreased from 1994 to 2001. At grade 12, no significant differences were detected in the percentages of students performing at any of the achievement levels.

Scores at the 10th, 25th, 50th, 75th, and 90th percentiles reveal changes in scale scores for lower- and higher-performing students. Fourth- and 8th-graders at the two lowest percentiles scored higher in 2001 than in 1994. At grade 12, there were no significant differences in scores at any of these percentile levels between 1994 and 2001.

Certain subgroups outperformed other subgroups in 2001. At all three grade levels, males had higher scores than females. At grade 4, White students had higher average scores than their peers from all other racial/ethnic groups, and Asian/Pacific Islander students outperformed Black, Hispanic, and American Indian students. At grade 8, White students had higher average scores than Black, Hispanic, and Asian/Pacific Islander students. In addition, Asian/Pacific Islander and American Indian students outperformed Black and Hispanic students. At grade 12, White, Asian/Pacific Islander, and American Indian students had higher average scores than Black or Hispanic students. At all three grades, students in lower poverty schools outperformed students in higher poverty schools, as measured by the percentage of students eligible for free or reduced-price lunch. In addition, in grades 8 and 12, students whose parents had higher levels of education scored higher than their peers whose parents had less education (see table 13-2).