Gaps and Changes in Gaps between Selected Groups - Idaho
Science, Grades 4 and 8, 2000 to 2005

 

The tabular performance gap displays below were acquired from the NCES website via the NAEP Data Explorer.  Table 1 shows gaps in average science scale scores for four paired-groups of Idaho fourth graders, namely, (1) male and female, (2) White and Hispanic, (3) not eligible and eligible for free or reduced price lunch, and (4) 75th and 25th percentiles.  Table 2 displays corresponding science gap information for the same four paired-groups of Idaho eighth graders.
 

Table 1.  NAEP Science, Grade 4, 2000 and 2003
Average Scale Score (with Standard Errors in Parentheses), Science
Gaps and changes in gaps for selected subgroups - Idaho
 
4) Gap between Male and Female
  Male Female  
  Average Scale Score Average Scale Score Difference
2005 156.9 (0.9) 152.3 (1.0) 4.7 (1.4)
2000 156.0 (1.9) 148.7 (1.7) 7.3 (2.5)
From 2000 to 2005, the change in the gap was 3(2.9), which does not represent a significant difference between the two years.
4) Gap between White and Hispanic (Race/ethnicity used in NAEP reports after 2001)
  White Hispanic  
  Average Scale Score Average Scale Score Difference
2005 158.8 (0.8) 131.2 (2.2) 27.5 (2.4)
2000 156.3 (1.3) 121.7 (4.4) 34.6 (4.6)
From 2000 to 2005, the change in the gap was 7(5.2), which does not represent a significant difference between the two years.
4) Gap between Not eligible and Eligible for Free/Reduced-Price Lunch
  Not eligible Eligible  
  Average Scale Score Average Scale Score Difference
2005 162.3 (1.0) 144.6 (1.1) 17.7 (1.4)
2000 159.9 (1.1) 140.6 (2.8) 19.3 (3.0)
From 2000 to 2005, the change in the gap was 2(3.3), which does not represent a significant difference between the two years.
4) Gap between 75th and 25th Percentile
  75th 25th Percentile  
  Scale Score Scale Score Difference
2005 173.3 (1.3) 137.5 (1.4) 35.8 (1.9)
2000 173.2 (1.8) 136.7 (2.2) 36.5 (2.8)
From 2000 to 2005, the change in the gap was 1(3.4), which does not represent a significant difference between the two years.
 
NOTE: Score differences are calculated based on differences between unrounded average scale scores. In this table, significance tests were carried out for all changes in gaps. All other observed differences are not necessarily statistically significant.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 and 2000 Science Assessments.

Table 2.  NAEP Science, Grade 8, 2000 and 2003
Average Scale Score (with Standard Errors in Parentheses),
Science Gaps and changes in gaps for selected subgroups - Idaho

8) Gap between Male and Female
  Male Female  
  Average Scale Score Average Scale Score Difference
2005 160.9 (1.4) 154.0 (1.0) 6.9 (1.7)
2000 161.2 (1.5) 153.7 (1.2) 7.5 (1.9)
From 2000 to 2005, the change in the gap was 1(2.6), which does not represent a significant difference between the two years.
8) Gap between White and Hispanic (Race/ethnicity used in NAEP reports after 2001)
  White Hispanic  
  Average Scale Score Average Scale Score Difference
2005 161.1 (0.9) 130.7 (2.2) 30.4 (2.4)
2000 160.6 (0.9) 131.5 (4.6) 29.2 (4.7)
From 2000 to 2005, the change in the gap was 1(5.3), which does not represent a significant difference between the two years.
8) Gap between Not eligible and Eligible for Free/Reduced-Price Lunch
  Not eligible Eligible  
  Average Scale Score Average Scale Score Difference
2005 163.8 (1.1) 147.2 (1.2) 16.5 (1.7)
2000 162.8 (1.0) 146.1 (2.0) 16.7 (2.2)
From 2000 to 2005, the change in the gap was 0(2.7), which does not represent a significant difference between the two years.
8) Gap between 75th and 25th Percentile
  75th 25th Percentile  
  Scale Score Scale Score Difference
2005 178.9 (1.0) 138.4 (1.6) 40.4 (1.9)
2000 179.6 (1.3) 139.5 (2.0) 40.1 (2.4)
From 2000 to 2005, the change in the gap was 0(3.1), which does not represent a significant difference between the two years.

NOTE: Score differences are calculated based on differences between unrounded average scale scores. In this table, significance tests were carried out for all changes in gaps. All other observed differences are not necessarily statistically significant.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 and 2000 Science Assessments.

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