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 all students

Percentage of identified students

Percentage of fourth-grade public school students with disabilities (SD) excluded in NAEP mathematics, as a percentage of identified SD students, by jurisdiction: Various years, 2003–2011
	Percentage of identified SD students
Jurisdiction	2003	2005	2007	2009	2011
Nation	22	19	20	16	15
Large city¹	27	23	22	18	19
Albuquerque	—	—	—	—	15
Atlanta	8	15	16	10	11
Austin	—	47	29	24	23
Baltimore City	—	—	—	49	59
Boston	18	22	19	21	15
Charlotte	18	17	20	14	10
Chicago	33	26	27	18	14
Cleveland	47	37	72	49	22
Dallas	—	—	—	—	27
Detroit	—	—	—	22	38
District of Columbia (DCPS)	28	32	35	30	35
Fresno	—	—	—	29	13
Hillsborough County (FL)	—	—	—	—	6
Houston	37	43	33	30	36
Jefferson County (KY)	—	—	—	17	19
Los Angeles	19	24	11	8	15
Miami-Dade	—	—	—	13	15
Milwaukee	—	—	—	30	13
New York City	7	16	5	5	5
Philadelphia	—	—	—	24	23
San Diego	11	20	21	23	22
— Not available. The jurisdiction did not participate or did not meet the minimum participation guidelines for reporting. ¹ Large city includes students from all cities in the nation with populations of 250,000 or more including the participating districts. NOTE: Beginning in 2009, results for charter schools are excluded from the TUDA results if they are not included in the school district’s Adequate Yearly Progress (AYP) report to the U.S. Department of Education. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2003–2011 Mathematics Assessments.

Percentage of fourth-grade public school English language learners (ELL) excluded in NAEP mathematics, as a percentage of identified ELL students, by jurisdiction: Various years, 2003–2011
	Percentage of identified ELL students
Jurisdiction	2003	2005	2007	2009	2011
Nation	14	12	8	6	4
Large city¹	14	10	7	5	4
Albuquerque	—	—	—	—	7
Atlanta	‡	‡	‡	‡	‡
Austin	—	22	8	7	6
Baltimore City	—	—	—	‡	‡
Boston	16	20	8	11	8
Charlotte	21	13	15	10	2
Chicago	24	10	12	17	5
Cleveland	37	‡	20	23	17
Dallas	—	—	—	—	2
Detroit	—	—	—	‡	1
District of Columbia (DCPS)	20	22	25	11	14
Fresno	—	—	—	4	1
Hillsborough County (FL)	—	—	—	—	5
Houston	11	11	4	4	5
Jefferson County (KY)	—	—	—	‡	50
Los Angeles	4	7	2	2	3
Miami-Dade	—	—	—	15	8
Milwaukee	—	—	—	15	2
New York City	46	21	11	6	6
Philadelphia	—	—	—	8	6
San Diego	6	8	4	4	3
— Not available. The jurisdiction did not participate or did not meet the minimum participation guidelines for reporting. ‡ 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: Beginning in 2009, if the results for charter schools are not included in the school district's Adequate Yearly Progress (AYP) report to the U.S. Department of Education under the Elementary and Secondary Education Act, they are excluded from that district's TUDA results. 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), various years, 2003–2011 Mathematics Assessments.

	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	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. Detail may not sum to totals because of rounding. 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.

	Percentage of all students
State/jurisdiction	Identified	Excluded	Assessed	Assessed without accommodations	Assessed with accommodations
Nation	3	#	3	2	1
Nation (public)	3	#	3	2	1
Arkansas	3	#	3	1	2
Connecticut	2	#	2	#	1
Florida	4	#	4	#	4
Idaho	2	#	2	1	1
Illinois	2	#	1	#	1
Iowa	1	#	1	1	#
Massachusetts	2	#	2	1	1
New Hampshire	1	#	1	#	#
New Jersey	2	#	1	#	1
South Dakota	1	#	1	#	#
West Virginia	1	#	1	1	#
# Rounds to zero. NOTE: The national results include both public and nonpublic school students. The national (public) and state results include public school students only. Eleven states participated in the assessment and met the reporting criteria. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.

	Percentage of identified ELL students
State/jurisdiction	Excluded	Assessed	Assessed without accommodations	Assessed with accommodations
Nation	14	86	53	33
Nation (public)	14	86	52	34
Arkansas	1	99	37	62
Connecticut	17	83	21	62
Florida	6	94	9	86
Idaho	2	98	56	42
Illinois	17	83	21	62
Iowa	7	93	62	31
Massachusetts	14	86	28	58
New Hampshire	8	92	59	32
New Jersey	24	76	15	61
South Dakota	4	96	53	43
West Virginia	#	100	90	10
# Rounds to zero. NOTE: The national results include both public and nonpublic school students. The national (public) and state results include public school students only. Eleven states participated in the assessment and met the reporting criteria. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.