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 Pub Number  Title  Date
NCES 2011457 Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities: Results 2007-2009
This research and development report provided two measures of change in each NAEP participating state’s inclusion rate taking into consideration the prevalence of different types and severities of disabilities and the accommodations the states permits in their own testing programs compared to those allowed by NAEP to students with disabilities in 4th- and 8th- grade reading and mathematics assessments. The study reported results for all 50 states and District of Columbia and used data from the 2005, 2007, and 2009 NAEP assessments of fourth- and eighth-grade reading and mathematics. This two approach methodology—nation-based and jurisdiction-specific— analyzed the inclusion rates from different perspectives. The analysis indicates the status and change in state level inclusion rates. The report presented status of inclusion in 2009 and changes in the rates from 2007 and 2005.
NCES 2009453 Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities
This report examines the relationship between various characteristics of students with disabilities (SD) and the probability that they would be included in the National Assessment of Educational Progress (NAEP) assessments. Characteristics examined included the type of disability, the severity level of the disability, and whether the student requires accommodations not permitted by NAEP. For various reasons, inclusion of SDs varies from state-to-state, and sometimes within states from year-to-year. Some students, for example, cannot participate meaningfully in the assessments due to the nature of their disabilities or because their Individualized Educational Programs (IEPs) specify an accommodation that is not permitted in NAEP assessments. To address the concern that such fluctuations may affect the validity of reports on achievement trends, NAEP has:
  • instituted policies for providing test accommodations for students with disabilities;
  • developed methodologies to correct for the bias resulting from changing inclusion rates, and
  • implemented procedures to increase the number of SDs included in the assessment.
In response to a recent study by the Government Accountability Office (GAO) about the inclusion of students with disabilities in large-scale assessments, NAEP used two statistical models--a state-specific and nation-based model--to measure whether these new strategies for inclusion can be reliably associated with higher state-by-state inclusion rates. The statistical analysis examined the changes in inclusion rates from 2005 to 2007 for 4th and 8th grade mathematics and reading assessments. The results of this Research and Development study indicate that although the majority of the states did not experience statistically significant changes in their rates of inclusion, most states that did change significantly were found less inclusive in 2007 compared to 2005. The states whose inclusion rates significantly increased in 2007 had relatively low inclusion rates in 2005.
NCES 97482 Increasing the Inclusion of Students with Disabilities and Limited English Proficient Students in Large-Scale Assessments: A Summary of Recent Progress
This report, the first of a two-volume series, describes many of the recent efforts at the national, state, and local levels to increase the participation of students with disabilities and limited English proficient students in large-scale assessments, including the efforts and progress made by NAEP.
NCES 96894 Focus on NAEP: Inclusion of Students from Special Populations
This is a short topical publication about how NAEP is trying to increase the number of students with disabilities or limited English proficiency who are assessed.
NCES 96861 Proceedings of the Conference on Inclusion Guidelines and Accomodations for Limited English Proficient Students in the National Assessment of Educational Progress
This NCES document summarizes the results of a working meeting held December 5 and 6, 1994, to provide guidance to staff at NCES on inclusion guidelines and accommodations for limited English proficient (LEP) students in the National Assessment of Educational Progress (NAEP).
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