Students with scores of around 200 are able to understand, combine ideas, and make inferences. Students with scores close to 250 can search for specific information, interrelate ideas, and construct generalizations on what they read. Students with scores in the neighborhood of 300 can find, understand, summarize and explain the ideas on the materials they have read.
The mean reading scores for all 12th grade students deteriorated from 292 in 1992 to 287 in 1994, 290 in 1998, 287 in 2000, and to 286 in 2005. Mean scores for all 12th grade students for 2007, 2008, and 2009 are still unavailable as of March 2009 or on the date of the publication of the 2008 statistic digest. Worst, the US Department of Education statistical digest indicate racial inequity in access to US education. The mean reading score for 12th grade whites moved and deteriorated from 297 in 1992 to 293 in 1994, 297 in 1998, and 292 in 2002, and to 293 in 2005. However, for 12th grade blacks, the mean reading scores are lower compared to the scores of the White Americans as the scores 12th grade black students moved and deteriorated from 273 in 1992 to 265 in 1994, 269 in 1998, and to 267 in 2002 and 2005. Hispanic Americans even appear to have better access to educational services than Black American as the mean reading scores of Hispanic Americans moved and deteriorated from 279 in 1992 to 270 in 1994, 275 in 1998, 273 in 2002, and 272 in 2005.
Data on the percentage of 17-year olds who obtained reading scores above 300 are most revealing. Data confirms the deteriorating state of US education as well as the serious inequity among races in access to US education. The percentage of all 17-year olds who acquired a reading score of 300 or higher moved and deteriorated from 39% in 1971 and 1975 to 38% in 1980, 38% in 1980, 40% in 1984, 41% in 1988, 41% in 1990, 43% in 1992, 41% in 1994,