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Mathematics
Reading
Percentage of 9-year-old students with disabilities (SD) and/or English language learners (ELL) identified, excluded, and assessed in NAEP mathematics, as a percentage of all students: 2004 and 2008
Student characteristics and year Percentage of all students
Identified Excluded Assessed Assessed
without
accom-
modations		 Assessed
with
accom-
modations
SD and/or ELL          
   20041 18 7 11 11 †
   20042 19 3 16 10 6
   2008 20 3 18 8 10
SD          
   20041 11 6 5 5 †
   20042 11 2 9 4 5
   2008 11 2 9 2 7
ELL          
   20041 9 2 7 7 †
   20042 9 1 8 7 1
   2008 10 1 10 6 4
† Not applicable.
1 Original assessment format.
2 Revised assessment format. Results after 2004 are also from the revised assessment format.
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.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2004 and 2008 Long-Term Trend Mathematics Assessments.


Percentage of 9-year-old students identified as students with disabilities (SD) and/or English language learners (ELL) excluded and assessed in NAEP mathematics, as a percentage of all identified SD and/or ELL students, by student characteristics: 2004 and 2008
Student characteristics and year Percentage of identified SD and/or ELL students
Excluded Assessed Assessed
without
accom-
modations		 Assessed
with
accom-
modations
SD and/or ELL        
   20041 15 85 52 33
   2008 13 87 39 48
SD        
   20041 19 81 33 48
   2008 19 81 22 60
ELL        
   20041 12 88 74 15
   2008 8 92 55 37
1 Revised assessment format. Results after 2004 are also from the revised assessment format.
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.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2004 and 2008 Long-Term Trend Mathematics Assessments.

See trend in exclusion rates for long-term trend mathematics and reading.

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2008 Long-Term Trend Report Card 2008 Long-Term Trend Report Card

National Assessment of Educational Progress, National Center for Education Statistics
National Assessment Governing Board
Institute of Education Sciences, U.S. Department of Education