The Department of Education released today the results of the 2009 math test, known as the National Assessment of Educational Progress, that was given to 329,000 fourth- and eighth-grade students.1 Sam Dillon of the New York Times characterizes the results as sluggish and disappointing.2

2Sam Dillon, “Sluggish Results Seen in U.S. Math Scores”, The New York Times, Oct. 14, 2009
Scores on the most important nationwide math test increased only marginally for eighth graders and not at all for fourth graders, continuing a six-year trend of sluggish results that suggest the nation will not come close to bringing all children to proficiency by 2014, a central goal of the Bush-era federal education law, No Child Left Behind.According to Mr. Dillon, the fact that racial and ethnic gaps still persist even since 2007 makes it especially disappointing. Here's a summary of the results by racial/ethnic group from the NCES.
Among Fourth-Graders
White and Asian/Pacific Islander students continued to score higher on average than Black, Hispanic and American Indian/Alaska Native students in 2009. Asian/Pacific Islander students also scored higher on average than White students.
Among Eight-Graders1National Center for Education Statistics (NCES)
In 2009, both White and Asian/Pacific Islander students scored higher on average than Black, Hispanic, and American Indian/Alaska Native students. The average score for Asian/Pacific Islander students was also 8 points higher than the score for White students.
2Sam Dillon, “Sluggish Results Seen in U.S. Math Scores”, The New York Times, Oct. 14, 2009
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