35

The percentage of all eighth-graders in the United States scoring Below Basic on the 2011 National Assessment of Educational Progress, according to the U.S. Department of Education. That is lower than the 37 percent of all eighth-graders who were scientifically illiterate in 2009.

32

The percentage of all young men in eighth-grade scoring Below Basic on NAEP science in 2011. That is a three point decline from the number of scientifically-illiterate young men in 2009. Thirty-five percent of eighth-grade young men scored at proficient or advanced in science, a mere one point increase over 2009.

37

The percentage of young women in eighth-grade scoring Below Basic in science in 2011. That is a mere one-point decline from the number of scientifically-illiterate young women in 2009. Only 28 percent of young women scored Proficient or Advanced in science, just a one percent increase over 2009.

63

The percentage of young black eighth-graders who were scientifically illiterate in 2011 according to the 2011 NAEP; it is a four percent decline over 2009. But still, young black eighth-graders trail every racial and ethnic group; only 10 percent of young black students scored at Proficient on NAEP Science 2011, a two percent increase, still trailing every peer group. The average black student also had the lowest average scale score on NAEP science, scoring only 129 points on the exam, versus 137 points for the average Latino peer, 141 for the average Native American peer, 160 points for the average Asian student, and 162 for the average white student.

52

The percentage of Latino eighth-graders who were scientifically illiterate in 2011 , a five percent decline over 2009; it is the largest decline in science illiteracy among all racial and ethnic group. Sixteen percent of Latino students scored at Proficient on NAEP Science 2011, a four percent increase over the same period two years ago; it is the largest increase in science proficiency levels for any racial group (followed by American Indian and Alaska Native peers, whose percentage increased from 17 percent in 2009 to 20 percent in 2011).

68

The percentage of black eighth-grade boys eligible for free- and reduced-priced lunch scoring Below Basic on NAEP Science in 2011, a five percent decline over 2009. Fifty-four percent of Latino male counterparts scored Below Basic on the science portion of the national exam in 2011, also a five point decline. Both groups had the largest decline in science illiteracy in the two-year period; but still, two out of every three young black men and one out of every two young Latino men were scientifically illiterate. (One out of every three young white men in eighth-grade from poor households — and two out of every five Asian male counterparts — struggled with scientific literacy.) Meanwhile the percentage of young Asian and Native American males who were scientifically illiterate had increased in that same period.

8

The percentage decline in the number of black and Latino eighth-grade boys not eligible for free- and reduced-priced lunch scoring Below Basic on NAEP Science between 2009 and 2011, the largest decline in scientific illiteracy among all groups. The percentage of young American Indian and Alaska Native men who were functionally illiterate declined by seven percent during that same period. Still, one out of every two middle class young black men — and one out of every three of their Latino and Native American counterparts — struggled with science literacy in 2011, while one out of every eight of white and Asian peers were scientifically illiterate.

7

The percentage decline in the number of American Indian and Alaska Native eighth-grade young women eligible for free- and reduced lunch scoring Below Basic on NAEP Science between 2009 and 2011, the largest decline among all groups; the decline for black, white, and Latino eighth-grade women from poor backgrounds was five percent in that same period. Still, three out of every five young Native American women, three out of every four young black women, two out of every three young Latino women, and two out of every five young white women from poor households were scientifically illiterate in 2011.

10

The percentage decline in the number of young Latina eighth-graders from middle-class homes who scored Below Basic on NAEP Science between 2009 and 2011, the largest decline among all groups. The decline in scientific illiteracy among young black women eighth-graders declined by only three percent in that same period. Still, two out of every five Latina students and one out of every two young black women couldn’t handle even basic scientific concepts.

 

Science, technology, engineering, and medicine are among the most-important fields in the increasingly knowledge-based global economy. Yet far too many American students — including young women, Native Americans, and black and Latino children — are struggling to master such facts as which atoms make up a molecule of water. Even worse, while there are programs such as Alaska Native Science & Engineering Program and FIRST Robotics that are immersing kids in physics and building technology, we have far too few teachers equipped to teach science, and expose far too few young black and Latino kids to strong, college-preparatory courses that can challenge them and build up their science knowledge. And because of the low quality of reading and math instruction in the early grades, far too many kids are ill-prepared to handle the abstractions that come with understanding astronomy and other aspects of science.

This state of affairs is intolerable. It is why we must push harder to transform American public education. When one out of every three of our kids are scientifically illiterate, the nation’s economic and social future is at risk.

Dropout Nation’s raw analysis of NAEP Science 2011 data is available for you to peruse.