8th Grade NAEP

NCES Excludes 12th Grade Scores by State, which Would Be VERY Helpful

National Assessment of Education Progress



IQ of 8th graders in non-Catholic states is 12 points higher than in Catholic states, consistent with SAT scores.


IQ of blacks in the District of Columbia is 2 points lower than national average for blacks (66 vs. 68).


Average non-public or religious schools score 50 NAEP or 23 IQ points higher than public schools in Louisiana and 26 NAEP or 12 IQ points higher than non-public schools in Rhode Island.


Non-public schools of every state score higher than the public schools of that state (from 3 to 31 NAEP or 1 to 14 IQ points higher).


The top five percentile of public school students in California score lower than the median non-public school students in Texas and White public school students in Washington, DC.


Public school students in Washington, D.C. score 49 NAEP and 22 IQ points or more lower than public school students in Iowa, Minnesota, Montana, Nebraska, and North Dakota (234 vs. 284, or IQ of 78 vs. 103).


Public school students in top scoring state Nebraska score higher than France but lower than Hungary, whereas Nebraska's non-public school students scored on par with Taiwan and Korea.


Louisiana's public school students scored lowest in the country, but their non-public school students scored on par with France.


Catholic states in New England, whose 8th graders consistently score in the lowest tenth to fiftieth percentile, consistently spend the most per student for education [read: welfare].


Washington, DC, Scores Lower than Mozambique. 


See these NAEP tables also









White Protestants 290, White Catholics 265


In the most recent, credible, issue of NAEP math, WHITES in Delaware and Rhode Island scored 275, which is 11-12 points lower than WHITES in Iowa, North Dakota, Alaska, Michigan, Minnesota, Nebraska, Texas, Wisconsin, and the DOD schools. IF the entire reason for this one full standard deviation gap between WHITES in so many states is due ONLY to the percent of Catholics and Protestants, and IF Protestants in high majority Catholic states don't score lower than Protestants in mostly Protestant states (and vice versa), THEN the actual scores of White Protestant and White Catholics must be:

State NAEP %Catholic

Rhode Island 275 59.2%
North Dakota 286 22.2%
Alaska 287 8.7%

X = Protestant score
Y = Catholic score

Rhode Island/North Dakota

.592Y + .408X = 275
.222Y + .778X = 286

X = (275 - .592Y)/.408

.222Y + .778 x ((275 - .592Y)/.408) = 286

.222Y + 524.4 - 1.13Y = 286

.907Y = 238.4

Y = 262.8

.592 x 262.8 + .408X = 275

155.6 + .408X = 275

X = 292.6

Rhode Island/Alaska

.592Y + .408X = 275
.087Y + .913X = 287

X = (275 - .592Y)/.408

.087Y + .913 x ((275 - .592Y)/.408) = 287

.087Y + 615.4 - 1.32Y = 287

1.23Y = 328.4

Y = 267

.592 x 267 + .408X = 275

158 + .408X = 275

X = 286.6 


Gap Between White Catholics and White Protestants Is 1.6 Standard Deviations

Is such a large difference, about two standard deviations, between two separate and distinct groups of Whites, possible, or comprehensible, or explainable? Yes, of course. After all, Whites in DC score another 13 points higher than the AVERAGE for White Protestants, making them a separate, and distinct, and academically superior group of WHITES. And WHITES in the Netherlands, Russia score, consistently, about two standard deviations higher than Whites in Spain, Portugal, and Italy in TIMSS. Just because Catholics move to this once Protestant nation doesn't mean they change their ways, and in fact the above described gap in NAEP scores indicates that the Catholic Church brainwashing which got them to this state in the first place intensifies.




















White Protestant



White Catholic



Blacks DC



Whites DC




Mozambique (IQ of 72) Scores Higher Than Blacks in DC

In NAEP math, Blacks in DC consistently score lower than Blacks in Mozambique, who professor Lynn estimates have an average IQ of 72. This puts Blacks in DC at about an IQ of 71. Whites in DC consistently score one standard deviation higher than the average for Whites across the country, putting their IQ at 117. Thus the 72 NAEP math point gap between Whites in DC (303) and Blacks in DC (231) represents a gap in IQ of 46 IQ points. Since each NAEP math point equals 0.4 IQ points, we can estimate the IQ of other states, races, and groups based on their NAEP math score. This puts the IQ of the average American Black at 80, of Hispanics at 84, of Indians at 86, of American Asians at 101, of the average White Protestant at 109, and of the average White Catholic at 93. This is remarkably similar to the race gaps we see in TIMSS.

School Type














Average White Protestant


Wisconsin--Public, Highest Scoring




Nebraska--Public, Highest Scoring Blacks




North Dakota Public



New York--Nonpublic, Lowest Average





Rhode Island Public




Average White Catholic



Gap Between Blacks in DC and Whites in DC Is Almost Four Standard Deviations


Country 8th Grade Crosslink of IAEP & NAEP IQ per Prof. Lynn IQ adjusted Amount Adjusted IQ adjusted + state & country estimates Amount Adjusted
Whites DC 303     110
Whites Private Texas 301     109
TAIWAN 296.7 107 107 0 107 0
KOREA 294.1 106 106 0 106 0
White Protestant 290 105
RUSSIA 287.6     103
SWITZERLAND 287.5 101 103 2 103 2
U.S.Protestant 285     102
HUNGARY 284.8 99 102 3 102 3
NorthDakota 281.1   100   100  
Montana 280.5 100
U.S.Private Schools 280     100
FRANCE 278.1 98 99 1 99 1
Iowa 278     99
ITALY 276.3     98
Nebraska 275.7 98
Minnesota 275.4     98
Wisconsin 274.5 98
CANADA 274 97 97 0 97 0
NewHampshire 273.2 97
SCOTLAND 272.4     97
Wyoming 272.2 97
Idaho 271.5     97
IRELAND 271.4 93 96 3 97 4
Oregon 271.4     96
Connecticut 269.9 96
NewJersey 269.7     95
Colorado 267.4 95
Indiana 267.3     95
SLOVENIA 267.3 95 94 -1 94 -1
Pennsylvania 266.4   93.5   93.5 93.5
White Catholic 265     93
Michigan 264.4 93
Virginia 264.3     93
Colorado 264.2 93
Ohio 264     93
Oklahoma 263.2 93
SPAIN 261.9 99 92 -7 92 -7
U.S.Public 261.8 96 92 -4 92 -4
Maryland 260.8     92
New York 260.8 92
Delaware 260.7     92
Illinois 260.6 92
Rhode Island 260   91 91 91 91
Arizona 259.6 91
Georgia 258.9     91
Texas 258.2 90
Kentucky 257.1     90
New Mexico 256.4 90
California 256.3     90
Arkansas 256.2 90
West Virginia 255.9     90
Florida 255.3 89
Alabama 252.9     89
Hawaii 251 88
North Carolina 250.4     87
Louisiana 246.4 85
JORDAN 236.1 87 80 -7 81 -6
ISRAEL 235 94 80 -14
Wash DC 231.4 77.2 78 0.8 78 0.8
S. Africa 225 72 75 3 76 4
Mozambique 214.1 72 70 -2 70 -2
S. African Blacks 214     70 70
US Blacks 211 69 68.5 -0.5 69 0
DC Blacks 208     68
Diff Min to Max 88.7 39


Original Correlation Between IQ and NAEP With No Adjustments

A Pearson Coefficient of 0.935 indicates that the most important factor in the NAEP math scores of states and nations is the average IQ of the state or nation, leaving very few other significant factors, including education spending (which actually has a negative correlation with NAEP scores).  It's very unlikely that states which claimed more than a 20 point increase in NAEP scores (like Massachusetts who claimed an increase from 283 in 1995 to 305 in 2007), particularly when high scoring states like Iowa reported an increase of only 2 points, to 285.


One NAEP Math Point = 0.44 IQ Points

To achieve linearity between Lynn IQ and the Beaton Gonzalez NAEP/IAEP Correlation, the IQ of Korea, Taiwan, and Canada did not need to be adjusted.  The largest adjustment was for Israel, down 14 IQ points, from 94 to 80.  The biggest increases were for: Switzerland, which needed to be increased 2 IQ points, Hungary 3 IQ points, France 1 point, Ireland 3 points, and South Africa 4 points.  The biggest decreases were for:  Spain, which needed to be decreased 7 points, Jordan 6 points, Mozambique 2 points, and Slovenia 1 point.

Once these adjustments are made, we can see that each NAEP math point equals 0.44 IQ points, and then can use NAEP math scores to estimate IQs for other states, countries, and groups of races.  And this indicates that Whites in public schools in DC have an IQ of 110, 4 points higher than Korea, and Whites in nonpublic schools in Texas have an IQ of 109, 3 points higher than Korea.

Correlation Between IQ and NAEP After Adjustment for IQ




Correlation Between IQ and NAEP After Adjustment for IQ, PLUS Estimates for IQ For Other States and Countries 

This correlation enables us to estimate the IQ of those who score over 300 to be higher than 106, giving Whites in DC an average IQ of 110, and Whites in nonpublic schools in Texas of 109, just slightly higher than Taiwan and Korea.  It also puts the IQ of White Protestants at 105, in the range of Switzerland, Russia, Hungary, and North Dakota.

At the opposite end of the spectrum we see that Jordan, Israel, Washington, DC, South Africa, Mozambique, and American Blacks, all score very close to each other, and have IQs between 68 to 81.


SAT Math scores for Asians reveal a gender gap of 18 IQ points or almost two standard deviations, versus one standard deviation for Whites and Indians (8 & 10 IQ points respectively).  Because of the highly selective nature of the GRE, their scores are not representative of the entire races which are measured.  But even so, the gender gap of .64 standard deviations for Whites and Hispanics, of .56 standard deviations for Asians, and the .4 standard deviations for Blacks is important to remember. 

12th grade TIMSS physics scores show a 10 IQ point or one standard deviation for the US, but 16 IQ points or almost two standard deviations for Slovenia. Between 8th and 12th grade, the amount by which TIMSS scores for boys increased was more than two standard deviations in Cyprus, Sweden, & Norway (25, 18, & 22 IQ points respectively), and more than one standard deviation in Slovenia, Russia, Denmark, Latvia, & Greece (11, 10, 12, 10, & 14 IQ points respectively), compared to a 3 IQ point decrease for US boys. Girls in three countries, Norway, Greece, & Cyprus showed a one standard deviation increase (12, 10, 12 respectively), compared to a one standard deviation decrease in the US, Switzerland, & France (11, 14, & 12 IQ points respectively), and almost two standard deviations in the Czech Republic & Austria (17 & 19 IQ points respectively).

So the 7 NAEP Math point gender gap for American 12th graders in 1978, as well as the 3 point gap in 1999 and 2004 Modified and 2004 Bridge, has a strong probability of being greater than one standard deviation.  Using the most conservative estimate of only one standard deviation in 1978 proves that the 38 point White-Black gap was in reality 5.4 standard deviations, as seen on the following graph:


White-Black Gap Increases From 54 IQ Points to 93 IQ Points

The apparent reduction in the White-Black gap by 2004 to only 28 NAEP points was accompanied by an apparent reduction in the gender gap to only 3 NAEP Math points, which means that when measured by the most conservative estimates for the standard deviation, this gap increased to 9.3.  It's hardly going to help Blacks, much less US education policy, to tell them that their scores are increasing when in reality the White-Black gap almost doubled, from 54 to 93 IQ points.

Such a huge increase in the race gap cannot be due to any vast improvement in the education of White students--the 130 point decrease in SAT scores over the last four decades, as well as the 25 IQ point INCREASE in the gap between Norwegian and US boys illustrated by TIMSS, proves that never happened.

But what if the gender gap for NAEP math is closer to the 1.8 standard deviation for Asians on SAT math, or the 1.6 standard deviation for Slovenia in TIMSS?  What if the three NAEP point gap between boys and girls in 2004 is actually 2 standard deviations? What if the White-Black gap was actually 18 standard deviations rather than "only" 9?  Theoretically, that's not possible--but don't forget that we're dealing with test scores which fall out of the range of normal statistics.




Nonpublic Schools in Same Range as Switzerland, Public Schools in Range of Spain


The Unreported 45 IQ Point Gap Between Whites in DC and Blacks in DC

Even though education spending per student in DC is more than $25,000 per year, more than four times higher than North Dakota and Iowa and Japan and Korea, Blacks in DC still score lower than Mozambique, while pure Asians and pure Whites score four to five standard deviations higher. If spending more to educate Blacks ever had any chance of working, THIS is where we should have seen results DECADES ago.



If "discrimination" is the only reason for the race and sex gap, then how could this race/sex gap be almost identical across all states, and across all education systems, including the DOD schools, District of Columbia [where the HIGHEST scoring Whites and LOWEST scoring blacks are], from state to state, year after year, AND from nation to nation in IAEP?  Do all educators from all these different parts of the world meet in the back room of a far away smoky bar and plot out their evil plan--or did God PLAN it this way?

Did they also plan to let religious schools score MUCH higher than public schools, or was this part of God's PLAN, also?



1996 NAEP Math Score by Race and State 


The crosslink study by the NAEP (NAEP 1996 Mathematics Cross-State, Data Compendium for the Grade 4 and Grade 8 Assessment, Findings from the State Assessment in Mathematics of the National Assessment of Educational Progress) which compared IAEP and NAEP scores, shows that the differences in scholastic ability from state to state, race to race, sex to sex, and public to nonpublic school are pervasive, chronic, and huge.  Also not reported in the mainstream media is the TIMSS cross link study which enables a comparison between various states and school systems in other countries.   The highest and lowest scores (a 72 point difference) came from  public schools in Washington, DC, black students at 231 and White students at 303 (even higher than the 301 in nonpublic schools in Texas).  The highest scoring black public school students, Nebraska, scored 256, whereas the lowest scoring White public school students, Louisiana, Mississippi, West Virginia (with 41%, 45%, and 3% black students, respectively) scored 10 points higher, 266.  Only the nonpublic schools of Louisiana, New York, and Rhode Island scored lower than 280, whereas only the public schools of Minnesota, Montana, Nebraska, and North Dakota scored higher than 280. 


The Race/Gender Gaps Increase Dramatically Between 8th and 12th Grade, But are Not Reported by NCES


What's missing from this comparison are the 12th grade NAEP scores where the differences between races, states, and the sexes are known from other standardized tests to be much larger.  Nonetheless, the 72 point difference between black and White 8th graders in Washington, DC, which now spends more than $16,000 per student for education (three times per student what North Dakota spends) tells us everything we need to know about educating blacks--they're patently uneducable.   The biggest difference between states in public school scores (excluding D.C.) was 23 points ( 261 in South Carolina vs. 284 in North Dakota), between nonpublic school scores was 26 points (275 in Rhode Island vs. 301 in Texas), and between the highest scoring and lowest scoring black students was 25 points (231 in D.C. vs. 256 in Nebraska), which means that the 72 point difference between black and White students in D.C. is almost three times greater than the state to state differences.

The most revealing NAEP table is Table B.6, "Mathematics Achievement Levels by Race/Ethnicity Grade 8, Public Schools Only", where 22% of the White students in our nation's capitol scored in the advanced math category, but zero percent of blacks and zero percent of Hispanics did.  This is the one place in the nation where you would expect the extraordinary expenditure for education would have shown some promise, but instead neither Blacks nor Hispanics did that.  If Blacks and Hispanics can be educated, then why do none of them in our nation's capitol prove that they can be, why have our politicians not been able to use this excellent opportunity to really demonstrate that our education dollars are being spent wisely, and why haven't the mostly Black and Mexican federal employees in our nation's capitol been able to get the political muscle needed to get minority groups over the hump in math right in their own backyards?

The answer is that no state has succeeded at this, no matter how much money they spent. Zero percent of the Blacks and Mexicans in New York, a state which spends almost as much money for education per student as Washington, DC, scored in this category, compared to 4% of Whites.  9% of the Whites in Alaska did, but zero percent of the Blacks and Mexicans there did.  The Blacks in only two states, Massachusetts and Texas scored in this range, but only 1% of them did, compared 6% and 4% respectively of Whites.


naepmath1996race.gif (100746 bytes)

If You Believe The Following NAEP Scores Have Not Been Tampered With, Research The Beverly Hall Scandal

Public Schools Score 20-31 Points Lower Than Nonpublic Schools

Of the selected schools for which NAEP reports both public and nonpublic school scores, most of the nonpublic (or religious) schools score significantly higher than their public schools.  The biggest differences are in Texas where the difference is 31 points (270 vs. 301), and Georgia at 30 points (262 vs. 292),which is equivalent to a 93 SAT math point difference.  At the opposite end are Massachusetts where the difference is only 3 points (278 vs. 281), Nebraska at 4 points (283 vs. 287), Montana at 5 points (283 vs. 288), New York at only 6 points (270 vs. 276), Rhode Island at only 6 points (269 vs. 275), and Vermont at only 8 points (279 vs. 287).

Nongovernment Schools in Louisiana Score Higher Than Most Government Schools In The Nation

Nongovernment Schools in Massachusetts Score Only 3 Points Higher Than Their Government Schools, Which Score Only 2 Points Higher Than Louisiana Nongovernment Schools

The difference in Louisiana is 24 points (252 vs. 276), in Washington is 23 points (276 vs. 299), North Dakota 22 points (284 vs. 296), South Carolina 22 points (261 vs. 283), California is 21 points (263 vs. 284), New Mexico 20 points (262 vs. 282),  Missouri 19 points (273 vs. 292), and Iowa at 11 points (284 vs. 295).  While the difference in Iowa is small, we should note that their public schools score higher than the private schools in Massachusetts, Rhode Island, New York, and Louisiana.

17% of Louisiana's students attend nonpublic schools which score 6 to 7 points higher than public schools in Rhode Island, New York, and New Jersey.  7% of Texans go to nonpublic schools which score 23 points higher than public schools in Massachusetts, and a whopping 32 points higher than public schools in New Jersey, New York, and Rhode Island, proof that the further away you are from the education influence of the District of Columbia, the better your children are educated, AND that it's still possible for White children to outperform Asian children, even those from Korea and Japan.

The Beaton Gonzalez Crosslink Study between NAEP and IAEP indicates that our highest scoring religious schools score in the range of Taiwan, Korea, and Russia, that our lowest scoring religious schools and our highest scoring public schools score in the range of France and Italy, and that our lowest scoring public schools score in the range of Spain and Slovenia.

Washington, DC, again is an outlier of its own, scoring slightly lower than Jordan and slightly higher than Mozambique.


NAEP Math Scores


Non Public



Rhode Island













New York











South Carolina






Soviet Union
















North Dakota










 NAEP Math, public vs. nonpublic scores

California 263, 284
Georgia 262, 292
Iowa 284, 295
Louisiana 252, 276
Michigan 277, 287
Minnesota 284, 293
Missouri 273, 292
New Mexico 262, 282
North Dakota 284, 296
South Carolina 261, 283
Texas 270, 301
Washington 276, 299

Note that NO nonpublic schools score lower than the TOP scoring public schools.

Gap Between Government and Nongovernment Schools Leapfrogs from 1 to almost Two Standard Deviations

In  1990, before all the hoopla about the federal government "improving" government schools, by their own admission, nongovernment schools scored only 9 points (one standard deviation) higher than government schools.  But by 2003, this already huge gap increased to 13 points for Catholic schools and 16 points for private schools, almost two standard deviations.

Did our nongovernment schools really improve that much? No, of course not.  Our performance in a much more credible standardized test, TIMSS, shows that performance in ALL of our schools decreased, dramatically.  The most likely scenario is that performance of nongovernment schools remained flat, and all this federal hooplah weakened our already weak government schools even further, leaving them two rather than one standard deviation behind PRIVATE schools which cost one third as much to operate.

Imagine where our economy might be today if we PRIVATIZED all of our government schools.  Not only would we save about 6% of GDP (about $90 billion per year), but the odds are VERY good that removing government from education would increase our scores even more dramatically than they've decreased them lately.


Rhode Island Scores Lower than Italy But Texas Scores Higher Than Taiwan 





280 points = 100 IQ

208 points = 67 IQ

1 IQ point = 2.2 NAEP points