The NAEP proficiency levels were arbitrarily defined (Bracey, 2008; Ravitch, 2012; Reinking, Hruby, & Risko, 2023). These levels should be interpreted with extreme caution (Vaulton, 2025). The National Center for Education Statistics website provides three reasons for this (NCES, 2025):

1. Proficiency levels are based on desired expectations. Meaning that these levels are aspirational not mathematical.

2. These proficiency levels are currently being used on a trial basis.

3. Further evidence is needed to determine if these proficiency levels are “reasonable, valid, and informative”.

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