It is important for NAEP to assess as many students selected to participate as possible. Assessing representative samples of students, including students with disabilities (SD) and English learners (EL), helps to ensure that NAEP results accurately reflect the educational performance of all students in the target population, and can continue to serve as a meaningful measure of U.S. students’ academic achievement over time.
In March 2010, the National Center for Education Statistics (NCES), working with the National Assessment Governing Board (NAGB), adopted a new policy to maximize the participation of students with disabilities (SD) and English learners (EL).
Today, NAEP continues to explore ways to ensure consistent, inclusive assessment and reporting across all jurisdictions and student populations.
In 2019, about 90% of students with disabilities and English learners in fourth and eighth grades were assessed in the NAEP mathematics and reading assessments.
U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2019 Mathematics and Reading Assessments