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About the Assessment: Exclusion Rates

NAEP has always endeavored to assess all students selected as a part of its sampling process, including students who are classified by their schools as students with disabilities (SD) and/or as English language learners (ELL). The decision to exclude any of these students is made by school personnel. School personnel are encouraged to use inclusion criteria provided by NAEP and may discuss their inclusion decisions with NAEP field staff. Some students may participate with testing accommodations. Read more about the NAEP inclusion policy, including exclusion rates from current and previous assessments in all subject areas.

The tables below show the percentage of students identified as SD and/or ELL, and provide the rate of students excluded and accommodated in two ways: as a percentage of all students in the NAEP sample, or as a percentage of students identified as SD and/or ELL. Tables that provide percentages of SD students include those identified under Section 504 of the Rehabilitation Act of 1973, as amended (Title 29 U.S.C. 794 Section 504), which prohibits discrimination on the basis of handicap in federally assisted programs and activities.

Grade 4 District
Grade 8 District
Grade 4 District Trend
Grade 8 District Trend
Percentage of fourth-grade public school students identified as students with disabilities (SD) and/or English language learners (ELL) excluded and assessed in NAEP mathematics, as a percentage of identified SD and/or ELL students, by jurisdiction: 2011
  SD and/or ELL SD ELL
Jurisdiction Excluded Assessed Assessed
without
accom-
modations		 Assessed
with
accom-
modations		 Excluded Assessed Assessed
without
accom-
modations		 Assessed
with
accom-
modations		 Excluded Assessed Assessed
without
accom-
modations		 Assessed
with
accom-
modations
    Nation 10 90 39 52 15 85 20 65 4 96 57 39
     Large city1  9 91 44 47 19 81 14 68 4 96 57 39
Albuquerque 9 91 25 66 15 85 10 75 7 93 34 59
Atlanta 9 91 13 78 11 89 12 77 ‡ ‡ ‡ ‡
Austin 9 91 54 37 23 77 10 68 6 94 68 26
Baltimore City 53 47 9 38 59 41 8 33 ‡ ‡ ‡ ‡
Boston 9 91 57 33 15 85 9 76 8 92 77 16
Charlotte 6 94 36 58 10 90 16 74 2 98 54 44
Chicago 8 92 23 69 14 86 21 65 5 95 22 73
Cleveland 20 80 4 75 22 78 4 74 17 83 6 77
Dallas 5 95 81 14 27 73 10 63 2 98 90 8
Detroit 22 78 53 25 38 62 22 41 1 99 92 7
District of Columbia (DCPS) 28 72 5 66 35 65 3 62 14 86 10 77
Fresno 3 97 78 19 13 87 19 69 1 99 90 8
Hillsborough County (FL) 6 94 7 87 6 94 11 83 5 95 3 93
Houston 9 91 58 33 36 64 15 50 5 95 65 30
Jefferson County (KY) 25 75 26 49 19 81 26 55 50 50 23 27
Los Angeles 5 95 71 24 15 85 11 74 3 97 80 17
Miami-Dade 11 89 4 85 15 85 6 79 8 92 2 90
Milwaukee 8 92 8 84 13 87 8 78 2 98 8 91
New York City 5 95 5 90 5 95 5 90 6 94 4 90
Philadelphia 18 82 10 73 23 77 9 69 6 94 10 84
San Diego 6 94 75 19 22 78 12 66 3 97 86 10
‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.
1 Large city includes students from all cities in the nation with populations of 250,000 or more including the participating districts.
NOTE: Students identified as both SD and ELL were counted only once under the combined SD and/or ELL category, but were counted separately under the SD and ELL categories. DCPS = District of Columbia Public Schools.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Mathematics Assessment.