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Mathematics
Reading

 

Percentage of 13-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 15 8 8 8 †
   20042 15 3 12 7 5
   2008 18 3 15 5 9
SD          
   20041 12 7 4 4 †
   20042 11 3 8 4 5
   2008 13 3 10 2 8
ELL          
   20041 5 2 3 3 †
   20042 5 1 5 4 1
   2008 6 # 5 4 2
† Not applicable.
# Rounds to zero.
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 age 13-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 21 79 45 35
   2008 16 84 31 53
SD        
   20041 24 76 33 43
   2008 21 79 16 63
ELL        
   20041 15 85 67 18
   2008 7 93 61 32
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