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
Learn more about the characteristics and performance of students with disabilities on the NAEP mathematics and reading assessments, as well as the available testing accommodations.See Performance Data
Some SD and EL students can be assessed without accommodations. Some require accommodations to participate in NAEP, while others may not be able to participate even with accommodations. The percentage of SD and EL students who are excluded from NAEP assessments varies across assessment subjects, from one jurisdiction to another, and within a jurisdiction over time. See percentages of inclusion or exclusion of SD and EL students for the nation, by jurisdiction, and by participating districts for assessments since 1992. Also review research exploring the potential impact of change in exclusion rates on assessment results.Learn More