National Assessment of Educational Progress data released Wednesday show white eighth-graders in Utah performed worse in reading and math than they did when last tested in 2003, while Latinos improved in math and declined less in reading than their white peers.

"The best way to close the achievement gap is when both groups are improving, but the Latino group is improving at a faster rate," said Hal Sanderson, NAEP coordinator and research analyst for the Utah Office of Education.

NAEP is a standardized test created in the late 1960s. Participation was voluntary until President Bush created the No Child Left Behind Act in 2001.

Now all states that receive federal funds to assist disadvantaged children must participate to determine whether students are progressing toward federal proficiency goals in math and reading.

Fourth- and eighth-graders nationwide take the test. Scores are used to rate students' competency as below basic, basic, proficient and advanced; the goal is to demonstrate they are at least proficient in mastering math and reading according to federal standards.

This year's results broken down by distinct ethnic groups show fewer white and Latino eighth-graders in Utah hit proficiency targets.

In math, 33 percent of white eighth-graders scored high enough to demonstrate proficiency, down from 34 percent in 2003, while their Latino peers' proficiency levels increased from 7 percent to 9 percent.

In reading, the percentage of Utah white eighth-graders demonstrating proficiency dropped to 32 percent from 35 percent in 2003. The percentage of Latino students proficient in reading decreased to 12 percent from 13 percent.

Sanderson said the state is not particularly concerned about performance declines of 1 percent because they're not statistically significant. But it's a trend the state doesn't want to see continue.

White and Latino eighth-graders in Utah underperformed their nationwide peers in math and reading. Nationally, 37 percent of white and 13 percent of Latino eighth-graders demonstrated proficiency in math.

In reading, 37 percent of white students and 14 percent of Latino students nationwide demonstrated proficiency.

Unlike older students, white fourth-graders in Utah improved in both areas and outperformed their national counterparts, but Latino fourth-graders did worse and underperformed their national peers in both reading and math.

"Utah's 2005 NAEP scores continue to provide both challenges and satisfaction," state schools superintendent Patti Harrington said. "While we are pleased to exceed the national average, and to be gaining in some areas, average is not adequate for our children in Utah. We must expect more and help each child reach high levels of reading and math ability."

U.S. Secretary of Education Margaret Spellings said in a teleconference that she is "pleased but not satisfied" with the national results. Her goal is to bring all students to proficient levels in reading and math by 2014, as mandated by the No Child Left Behind act. Currently, between 29 percent and 35 percent of the nation's students are hitting the proficiency standards.

"At all grade levels, all subjects and all kids, we know where we need to work," said Spellings, who is confident students will hit their marks with state-implemented programs and teachers working on the front lines.

With the most current data now available, she hopes to see changes at the state level.

"Now it's up to local policymakers to see what works and what doesn't on a policy level," she said.

smcfarland@sltrib.com

For more information and detailed breakdowns of the National Assessment of Educational Progress data, visit http://www.nationsreportcard.gov