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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 reading, 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 16 8 8 8 †
   20042 15 5 10 7 4
   2008 18 4 14 6 8
SD          
   20041 12 8 5 5 †
   20042 12 4 7 4 3
   2008 13 3 10 3 7
ELL          
   20041 5 2 3 3 †
   20042 4 1 4 3 #
   2008 6 1 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 Reading Assessments.


Percentage of 13-year-old students identified as students with disabilities (SD) and/or English language learners (ELL) excluded and assessed in NAEP reading, 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 32 68 44 24
   2008 20 80 34 45
SD        
   20041 38 62 32 30
   2008 24 76 20 57
ELL        
   20041 21 79 70 9
   2008 16 84 60 25
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 Reading 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