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Exclusion rates in reading by district

NAEP has always endeavored to assess all students selected as a part of its sampling process, including students who are classified by their schools as students with disabilities (SD) and/or as English language learners (ELL). The decision to exclude any of these students is made by school personnel. School personnel are encouraged to use inclusion criteria provided by NAEP and may discuss their inclusion decisions with NAEP field staff. Some students may participate with testing accommodations. Read more about the NAEP inclusion policy.
Grade 4
Grade 8
Fourth-grade public school students with disabilities (SD) and/or English language learners (ELL) identified, excluded, and assessed in NAEP reading, as a percentage of all students, by jurisdiction: 2007
Jurisdiction Identified Excluded Assessed Assessed
without
accom-
modations		 Assessed
with
accom-
modations
   Nation 23 6 17 10 7
   Large central city 32 7 25 17 8
Atlanta 12 7 5 4 1
Austin 42 20 22 18 4
Boston 45 8 36 23 13
Charlotte 22 4 18 7 11
Chicago 30 7 23 16 7
Cleveland 23 17 6 1 5
District of Columbia 22 14 8 2 7
Houston 45 17 28 25 3
Los Angeles 53 3 50 43 7
New York City 29 5 24 2 22
San Diego 49 4 45 38 6
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. As of 2005, “large central city” includes nationally representative public schools located in large central cities (population of 250,000 or more) within a Metropolitan Statistical Area (MSA). 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), 2007 Trial Urban District Reading Assessment.

See a summary of exclusion rates from earlier TUDA mathematics assessments in 2003 and 2005.

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