Nation's Report Card Home

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 eighth-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
State/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 15 85 27 58 19 81 13 68 7 93 55 38
     Large city1  13 87 34 54 20 80 12 68 6 94 54 40
Albuquerque 14 86 37 50 17 83 21 61 13 87 49 38
Atlanta 20 80 11 68 22 78 10 68 ‡ ‡ ‡ ‡
Austin 18 82 48 35 28 72 16 57 12 88 68 20
Baltimore City 60 40 4 36 64 36 3 33 ‡ ‡ ‡ ‡
Boston 16 84 31 53 22 78 3 75 14 86 51 35
Charlotte 8 92 26 66 10 90 14 76 5 95 39 56
Chicago 14 86 18 68 16 84 13 70 15 85 26 60
Cleveland 18 82 4 78 21 79 2 76 15 85 9 76
Dallas 17 83 62 21 45 55 7 48 10 90 75 15
Detroit 31 69 38 32 46 54 9 45 1 99 89 9
District of Columbia (DCPS) 25 75 6 69 27 73 4 69 18 82 9 73
Fresno 5 95 68 27 13 87 17 71 1 99 82 17
Hillsborough County (FL) 8 92 4 88 11 89 4 85 4 96 3 93
Houston 24 76 53 23 42 58 26 32 14 86 68 18
Jefferson County (KY) 21 79 24 55 22 78 15 63 ‡ ‡ ‡ ‡
Los Angeles 5 95 59 36 10 90 17 72 4 96 70 26
Miami-Dade 9 91 2 89 10 90 1 89 9 91 2 89
Milwaukee 15 85 8 77 22 78 5 73 6 94 12 82
New York City 4 96 2 94 3 97 2 95 5 95 2 93
Philadelphia 26 74 4 70 36 64 3 61 8 92 5 87
San Diego 12 88 56 33 20 80 27 53 5 95 72 23
‡ 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.