NAEP - 2008 Long-Term Trend: Exclusion Rates

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Mathematics

Percentage of 17-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 14 7 7 7 †

   2004² 14 3 11 6 5

2008 15 4 12 4 8

SD

   2004¹ 10 6 4 4 †

   2004² 11 3 8 4 4

   2008 11 3 8 2 7

ELL

   2004¹ 5 2 3 3 †

   2004² 4 1 3 3 1

   2008 5 1 4 2 2

† 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 17-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 23 77 45 32

2008 23 77 26 51

SD

   2004¹ 26 74 36 38

   2008 28 72 14 58

ELL

   2004¹ 17 83 66 17

   2008 16 84 51 33

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