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Almost half (46%) of Americans say they liked both science and math classes in grades K-12. About one-in-ten (11%) say they liked math but not science, while a larger share (29%) disliked math but liked scienceIn 2022, the average fourth-grade mathematics score decreased by 5 points and was lower than all previous assessment years going back to 2005; the average score was one point higher compared to 2003. The average eighth-grade mathematics score decreased by 8 points compared to 2019 and was lower than all previous assessment years going back to 2003. In 2022, fourth- and eighth-grade mathematics scores declined for most states/jurisdictions as well as for most participating urban districts compared to 2019. Average scores are reported on NAEP mathematics scales at grades 4 and 8 that range from 0 to 500.

In 2022, fourth-grade mathematics scores declined at all five selected percentiles for the first time since the initial mathematics assessment in 1990. The magnitude of score declines for lower-performing students at the 10th and 25th percentiles (7 and 6 points, respectively) were greater than the declines for higher-performing students at the 75th and 90th percentiles (3 and 2 points, respectively).In 2022, eighth-grade mathematics scores declined across the performance distribution for the first time since the initial mathematics assessment in 1990. The magnitude of score declines for lower-performing students at the 10th and 25th percentiles (6 and 8 points, respectively) were not significantly different than the declines for higher-performing students at the 75th and 90th percentiles (9 and 8 points, respectively) with one exception; the score decline for students at the 75th percentile was higher than the decline for students at the 10th percentile.All students who took the mathematics assessments in 2022 were asked if they ever attended school from home or somewhere else outside of school for any duration during the last school year (2020–21) because of the COVID-19 pandemic. Among fourth-grade students, 58 percent recalled learning remotely during the last school year, 20 percent reported they did not learn remotely, and 22 percent did not remember. Among eighth-grade students, 73 percent recalled learning remotely during the last school year, 18 percent reported they did not learn remotely, and 9 percent did not remember.

Of the fourth- and eighth-grade students who learned remotely during the 2020–21 school year, higher performers (those at or above the 75th percentile) had more frequent access to a desktop computer, laptop, or tablet all the time; a quiet place to work available at least some of the time; and a teacher available to help them with mathematics schoolwork about once or twice a week or more compared to lower performers (those below the 25th percentile). Additionally, higher-performing eighth-grade students reported more participation in real-time video lessons with their teacher every day or almost every day compared to their lower-performing peers.