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 K-12 education experience and 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.Learn More
Read about the methodology used in the 2009 report.Learn More
See the percentages of public school students in the nation and the states with disabilities who were identified and assessed by NAEP in mathematics and reading from 2005-2009.Learn More
Have a question about inclusion studies? Check out the questions most frequently submitted, or download a PDF Click to open pdf. for printing.
Explore research in large-scale assessment and NAEP inclusion.