New ED Data Express is coming. Share your input in this short survey.

Homeless Student Achievement in Math - LEAs with Subgrants, Grade 8: 2015-16 1

The percentage of homeless students served by McKinney-Vento subgrants in eighth grade 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 and years. [More about...]

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: http://www2.ed.gov/admins/lead/account/stateplans03/index.html

View data table
Get the Excel Viewer
State Value
050%100%
National  -
Alabama  13%
Arizona  14%
Arkansas  17%
California  17.8%
Connecticut  <=5%
Delaware  24%
District of Columbia  7%
Florida  38%
Georgia  17%
Hawaii  16%
Idaho  20%
Illinois  10%
Indiana  24%
Iowa  34%
Kansas  <=5%
Kentucky  21%
Louisiana  42%
Maine  <50%
Maryland  10%
Massachusetts  20%
Michigan  13%
Minnesota  16%
Mississippi  9%
Missouri  11%
Montana  16%
New Hampshire  13%
New Jersey  14%
New Mexico  5%
New York  18.50%
North Carolina  12%
North Dakota  <=10%
Ohio  21%
Oklahoma  45%
Oregon  19%
Pennsylvania  9%
Puerto Rico  11%
Rhode Island  <=20%
South Carolina  12%
South Dakota  7%
Tennessee  S
Texas  65%
Utah  17%
Vermont  <50%
Virginia  40%
Washington  24%
West Virginia  13%
Wisconsin  7%
Wyoming  38%

 Key † 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 percentage of homeless students served by McKinney-Vento subgrants in eighth grade 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 and years.; Academic Year: 2015-16; Grade: 8; Note: The state-reported percentage of homeless students served by McKinney-Vento subgrants in eighth 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. 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 between states. A dash (-) indicate that the data are missing or not available. The symbol "n <" indicates that the data have been suppressed due to a small count. Values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs.; Source: EDFacts/Consolidated State Performance Report, 2015-16: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/18/2018