35 percent of U.S. 8th graders were identified as proficient in math by the 2011 National Assessment of Educational Progress (NAEP). According to the most recent calculations available, the United States stands at the 32nd rank in math among nations in the industrialized world.

The low performance of U.S. students has been attributed to low expectations set by states under the 2002 federal law, No Child Left Behind (NCLB), which expects all students to reach full proficiency by 2014. In this, the fifth in a series of Education Next reports, we compare the proficiency standards set by each state to those set by NAEP, which has established its proficiency bar at levels comparable to those of international student assessments.

The stated CCSS goal is to set standards and proficiency bars at levels matching those established by international organizations and thereby bring the nation's students to levels attained by peers in leading countries abroad. CCSS proponents also expect students to acquire a deep understanding of concepts and relationships. In math, for example, students are expected to justify formulas and explain their thinking rather than simply identify correct numerical relationships.