The general pattern is for eighth graders in states that have greater childhood poverty (increasing to the right) to perform worse on the standardized math test (decreasing vertically). Overall from 2005 to 2013 the points have moved to the upper right of the figure demonstrating that childhood poverty has generally increased, but math performance has increased. This is further substantiated by looking at changes in individual US states. This suggests that the overall pattern (poverty --> poor performance) is not as strong as one might think initially, because decreases in poverty are not associated with increases in performance at least on the metric presented here. It is also possible that over this time period other parameters have change such as testing requirements or shifting metrics of proficiency,
Click the image to view the interactive visualization of these data.