SD/ELL Questionnaire

To ensure a fully representative sample of students across the nation, NAEP makes testing accommodations available to students with a disabilities (SD) and English language learners (ELL). The term "English language learner" was used in NAEP 2005 reports. The term "limited English proficient" (LEP) was used before 2005, and was used on all SD/LEP questionnaires administered to schools up to and including 2005. Collecting additional information about SD and ELL students provides educational policymakers with a broader understanding of their special needs in school curricula. The SD/ELL questionnaire is completed for each student who is selected to participate in the assessment and

• is classified as a student with a disability;
• has an Individualized Education Program (IEP); or
• is categorized as an English language learner or as being limited in his or her English proficiency.

The SD/LEP questionnaire, which is completed by a school representative who knows the student, asks about the student’s SD/LEP classification, the kinds of support and resources provided by the school to the student, and what accommodations would allow the student to participate in NAEP or other standardized tests. The questionnaire is completed for each SD or LEP student in the sample, whether or not that student is included in the assessment.

NAEP policy states that if any doubt exists about a student’s ability to participate, the student should be included in the assessment. Beginning with the 1996 assessments, NAEP has allowed more accommodations for both categories of students. To learn more about the history of and current policy on the inclusion of SD, LEP, or SD/LEP students, see NAEP Inclusion Policy.

From 2000 to 2003, the content of SD/LEP questionnaires adhered to the following format:

Section A:  Students With Disabilities

The students with disabilities section includes items pertaining to

• student’s primary disability;
• whether the student’s IEP restricts participation in assessments such as NAEP;
• grade level of instruction student is receiving by subject;
• curriculum content of instruction as compared to nondisabled students; and
• accommodations or adaptations used for district or statewide achievement testing for student.

Section B: Limited-English-Proficient Students

The limited-English-proficient students section includes items pertaining to

• student’s first or native language;
• percentage of instruction provided in the student’s native language versus in English;
• grade level of instruction student is receiving by subject; and
• accommodations or adaptations used for district or statewide achievement testing for student.

In 2004 and 2005, NAEP began administering separate questionnaires for SD and LEP students. The content of the questionnaires was expanded to include new types of items.

The students with disabilities section includes new items pertaining to:

• why the student was classified as SD;
• the student’s long-term mathematics and reading objectives;
• proportion of academic time the student spends in the mainstream/general education classroom(s); and
• areas in which the student receives special education service.

The limited-English-proficient students section includes new items pertaining to

• testing of the student for English proficiency;
• school’s rating of the student’s English proficiency in terms of speaking, reading, writing, and comprehending English;
• whether the student receives instruction in mainstreamed classes and/or classes conducted in the student’s native language;
• whether the student receives English-as-a-Second-Language (ESL) services; and
• school’s rating of the student’s performance in specific subjects according to the description of the NAEP Basic achievement level.

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