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Mathematics
Reading

 

Percentage of 17-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 15 7 8 8 †
   20042 14 4 10 6 4
   2008 16 4 12 5 8
SD          
   20041 11 6 5 5 †
   20042 10 3 7 3 4
   2008 12 3 9 2 7
ELL          
   20041 5 1 4 4 †
   20042 5 1 4 3 #
   2008 5 1 4 3 1
† 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 17-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 27 73 44 29
   2008 22 78 29 49
SD        
   20041 30 70 33 37
   2008 25 75 17 57
ELL        
   20041 24 76 66 10
   2008 17 83 55 29
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