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You are here:  Data Elements » Achievement Data » State Test Data: 2008-09 » State Test in Math High School: 2008-09 »

Percent Proficient on the State Assessment in Math, High School - Migrant: 2008-09 1

The percentage of migrant students in high school who scored proficient or above on the state assessment in math. Due to the variation between states in content, standards, and assessments, it is not possible to compare state assessment data across states and years. [More about...]

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Warning Message You have selected a data element that has limitations when comparing across states and years. Please select the link to learn more. [More about...]

State assessments, which are used to measure student achievement in reading, math, and science, are designed by each state to measure the content the state has determined appropriate for that grade and subject. As a result, both the content on the tests and achievement standards students must meet to be considered “proficient” vary widely across states, so proficiency rates should not be compared across states. Many states have also changed their standards and assessments at some point in the process of measuring their students, so it is often not possible to create a trend line that looks at changes in achievement across years, since a change could actually reflect a change in the assessment.

Through the 2009-10 school year, states were allowed to calculate student graduation rates differently, as long as the figure represents students who graduated in the standard number of years (i.e., four). Starting in the 2010-11, states converted to an adjusted cohort graduation rate, which may or may not be the same as the calculation they used in prior years. Due to the potential differences, caution should be used when comparing graduation rates across states.

For detailed information about state assessments and graduation rates, please see the state Accountability Workbooks, which can be found at: State Accountability Workbooks:

The user can use the Graphs and Tables tool to explore basic state data values for the selected Data Element. The user can use the Data Mapping tool to explore basic state data values state-by-state for the selected data element, color-coded by value.    
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State Sort states in alphabetical ascending orderSort states in alphabetical descending order Value Sort states by data element value in ascending orderSort states by data element value in descending order
US †
Alabama  74.4%
AL 74.4%
Alaska  50.0%
AK 50.0%
Arizona  52.1%
AZ 52.1%
Arkansas  55.3%
AR 55.3%
California  37.5%
CA 37.5%
ColoradoA  28.8%
CO 28.8%
ConnecticutB  -
CT -
DelawareC  -
DE -
District of Columbia  n<
DC n<
Florida  50.3%
FL 50.3%
Georgia  59.3%
GA 59.3%
Hawaii  n<
HI n<
Idaho  50.0%
ID 50.0%
Illinois  n<
IL n<
Indiana  44.8%
IN 44.8%
Iowa  49.4%
IA 49.4%
Kansas  69.6%
KS 69.6%
Kentucky  29.5%
KY 29.5%
Louisiana  62.3%
LA 62.3%
Maine  n<
ME n<
Maryland  -
MD -
Massachusetts  n<
MA n<
Michigan  32.4%
MI 32.4%
Minnesota  n<
MN n<
Mississippi  80.5%
MS 80.5%
MissouriD  n<
MO n<
MontanaE  n<
MT n<
Nebraska  81.9%
NE 81.9%
Nevada  n<
NV n<
New Hampshire  -
NH -
New Jersey  n<
NJ n<
New Mexico  n<
NM n<
New York  90.2%
NY 90.2%
North Carolina  41.7%
NC 41.7%
North Dakota  n<
ND n<
Ohio  56.8%
OH 56.8%
Oklahoma  60.0%
OK 60.0%
Oregon  28.9%
OR 28.9%
Pennsylvania  27.7%
PA 27.7%
Puerto Rico  -
PR -
Rhode Island  -
RI -
South Carolina  n<
SC n<
South Dakota  n<
SD n<
TennesseeF  70.8%
TN 70.8%
Texas  50.1%
TX 50.1%
Utah  24.6%
UT 24.6%
Vermont  -
VT -
Virginia  85.2%
VA 85.2%
Washington  14.3%
WA 14.3%
West Virginia  -
WV -
Wisconsin  36.6%
WI 36.6%
Wyoming  -
WY -

this symbol means not applicable.
- this symbol means data value was not available.
n< this symbol means that the data have been suppressed.
# this symbol means data value rounds to zero.
this symbol means reporting standards not met.
1 Description: The state-reported percentage of high school students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). As states are only required to test in one grade in high school, grades tested may vary from state to state. The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared across states and years. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively. A “†” symbol means not applicable. ; Academic Year: 2008-09; Grade: HS; Source: EDFacts/Consolidated State Performance Report, 2008-09:; Data Uploaded On: 09/28/2011 

CO: There has been a decrease in eligible migrant counts for the state. Within the past year, less qualifying work is available due to the change in agriculture, and less families are moving into Colorado because of this. Families are also seeking non-qualifying work in the state.
CT: Migratory student data was not reported for the previous year. Connecticut ceased operating MEP programs as of June 30, 2007. In fall 2008, Connecticut restored the element allowing districts to self report migrant students in the individual student data base, known as the Public School Information System (PSIS), based on the definition of "migrant" provided in Section 1309(2) of NCLB. This data will be used solely for NCLB reporting purposes beginning in 2009 as a component of distribution of performance levels but not Adequate Yearly Progress (AYP).
DE: There is a movement within the populations where we have small numbers and these can fluctuate greatly from year to year. Proficencies from year to year will change with these students as they may not be the same individuals.
MO: Missouri is in the process of implementing a new migrant data system. We also have been working with districts to ensure that migrant students are reported correctly in our student information system.
MT: Changing and moving student populations affect the outocme of these students.
TN: Tennessee's migrant population declined in 2008-09 as the recession and high unemployment affected the nursery, meat processing and other industries that attract migrant workers in better economic times.