To ensure a fully representative sample of students across the nation, NAEP makes testing accommodations available to students with disabilities (SD) and English language learners (ELL). The term "English language learner" has been used in NAEP beginning with the 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
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 and ELL students, see NAEP Inclusion Policy.
The SD/ELL questionnaires, which are completed by a school representative who knows the student, ask about the student’s SD/ELL 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 ELL student in the sample, whether or not that student is included in the assessment. The table below includes links to SD/LEP, SD, and ELL questionnaires administered between 2001 and 2012.
|Assessment year||SD/LEP questionnaire||SD questionnaire||ELL questionnaire|
|2012 Long-term trend (grade 12)||†||526K||502K|
|† Not applicable.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), Various Years, 2001-2012 Assessments.