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About the Assessment: Inclusion Rates

NAEP endeavors to include as many sampled students as possible in the assessment, including students with disabilities (SD) and English language learners (ELL), and has established specific inclusion goals: 95 percent of all sampled students and 85 percent of sampled students identified as SD or ELL. Students are selected to participate in NAEP based on a sampling procedure designed to yield a sample of students that is representative of students in all schools nationwide and in public schools within each state and TUDA district. Inclusion rates were computed for each state/jurisdiction participating in the 2011 assessment and compared to NAEP inclusion goals. Three inclusion percentages were computed for each state/jurisdiction. An overall inclusion percentage represents included students as a percentage of all students sampled within the state/jurisdiction. In addition, separate percentages were computed to signify included students as a percentage of the state/jurisdiction sample that was identified as SD or ELL. Each inclusion rate is calculated as the percentage of sampled students who were included in the assessment (i.e., were not excluded).

Inclusion percentages are sample estimates that are associated with a measure of uncertainty or margin of error. Confidence intervals quantify this uncertainty due to sampling, resulting in interval estimates of the inclusion percentages. Therefore, methods appropriate for constructing confidence intervals for percentages were used to determine upper and lower confidence bounds around the inclusion point estimates.

When determining whether each state/jurisdiction met the NAEP inclusion goals, the confidence intervals were used, rather than just the point estimates. In other words, if the inclusion goal, whether 95 percent or 85 percent, fell within the corresponding confidence interval, the state/jurisdiction was considered as having met the goal. Therefore, states/jurisdictions for which the upper bound of the confidence interval was less than 95 percent did not meet the overall inclusion goal.

Read more about the NAEP inclusion policy, including exclusion rates from current and previous assessments in all subject areas.

National and State
District
Inclusion rate and standard error in NAEP mathematics for fourth- and eighth-grade public and and nonpublic school students with disabilities (SD) and English language learners (ELL), as a percentage of identified SD or ELL students, by state/jurisdiction: 2011
  Percentage of identified students
  Grade 4 Grade 8
State/Jurisdiction SD S.E. ELL S.E. SD S.E. ELL S.E.
       Nation 85 1 0.5 96 1 0.3 80 0.6 93 1 0.6
       Nation (public) 84 1 0.5 96 1 0.3 80 0.6 93 1 0.6
Alabama 88 1 2.5 ‡ † 89 1 2.4 ‡ †
Alaska 86 1 2.1 92 1 1.5 77 2.4 95 1 1.4
Arizona 91 1 1.6 99 1 0.5 89 1 2.1 ‡ †
Arkansas 92 1 1.8 98 1 0.9 88 1 1.7 96 1 1.9
California 85 1 2.7 98 1 0.8 90 1 1.4 97 1 0.8
Colorado 90 1 1.9 99 1 0.4 91 1 1.9 97 1 1.3
Connecticut 90 1 1.8 97 1 1.1 89 1 1.8 93 1 2.2
Delaware 78 1.6 88 1 2.3 78 2.3 90 1 4.4
Florida 91 1 1.3 96 1 1.1 88 1 1.7 95 1 1.3
Georgia 87 1 2.1 95 1 1.9 74   4.7 92 1 4.0
Hawaii 83 1 2.4 97 1 0.9 91 1 1.9 90 1 1.7
Idaho 91 1 1.7 93 1 2.4 85 1 2.5 95 1 2.3
Illinois 86 1 2.5 93 1 1.8 84 1 2.3 90 1 2.3
Indiana 86 1 1.9 98 1 0.8 83 1 2.5 94 1 2.7
Iowa 92 1 1.8 94 1 2.4 90 1 2.1 97 1 1.9
Kansas 89 1 1.5 98 1 0.7 89 1 1.9 99 1 1.0
Kentucky 81 2.4 73 1 7.2 72 2.4 85 1 4.4
Louisiana 88 1 2.2 99 1 1.3 86 1 2.4 ‡ †
Maine 91 1 1.6 98 1 1.1 91 1 1.2 97 1 1.7
Maryland 57   3.1 86 1 2.3 43   3.1 74   5.5
Massachusetts 84 1 2.3 89 1 2.1 80 2.4 78 1 5.1
Michigan 85 1 2.0 94 1 3.3 73 2.5 83 1 4.7
Minnesota 91 1 1.6 98 1 0.6 85 1 2.2 91 1 3.0
Mississippi 92 1 2.0 ‡ † 86 1 3.0 ‡ †
Missouri 87 1 1.9 99 1 0.5 89 1 2.2 ‡   †
Montana 87 1 1.8 ‡   † 87 1 1.8 ‡ †
Nebraska 92 1 1.5 97 1 1.1 76 2.4 90 1 3.7
Nevada 79 2.4 98 1 0.5 71 2.6 90 1 1.3
New Hampshire 89 1 1.5 93 1 3.1 90 1 1.3 ‡ †
New Jersey 81 1 3.3 89 1 3.1 75   3.1 96 1 2.3
New Mexico 84 1 1.9 93 1 1.1 86 1 1.9 94 1 1.0
New York 94 1 1.4 94 1 1.4 93 1 1.3 94 1 1.9
North Carolina 87 1 1.7 95 1 1.8 86 1 2.0 96 1 1.6
North Dakota 77 1.9 85 1 3.7 68 2.4 ‡ †
Ohio 84 1 2.2 94 1 2.3 65 3.5 96 1 2.7
Oklahoma 49   3.9 86 1 3.8 40   3.4 78 1 5.1
Oregon 85 1 2.1 94 1 1.4 89 1 1.7 98 1 1.0
Pennsylvania 91 1 1.5 95 1 2.0 85 1 2.2 92 1 2.7
Rhode Island 94 1 1.1 98 1 1.0 94 1 1.2 91 1 3.0
South Carolina 91 1 1.9 99 1 0.9 67   3.1 93 1 1.8
South Dakota 89 1 1.4 97 1 1.4 87 1 1.7 80 1 4.7
Tennessee 75 3.1 92 1 2.8 68 3.7 ‡ †
Texas 60 3.8 95 1 0.7 53 3.4 86 1 2.9
Utah 86 1 2.5 94 1 1.4 75 2.6 84 1 2.9
Vermont 90 1 1.4 ‡ † 93 1 1.5 ‡   †
Virginia 84 1 2.0 95 1 1.5 81 1 2.6 87 1 3.5
Washington 88 1 2.3 96 1 0.9 87 1 2.1 95 1 1.6
West Virginia 91 1 1.3 ‡ † 89 1 1.7 ‡ †
Wisconsin 88 1 2.0 97 1 1.4 86 1 2.0 96 1 1.3
Wyoming 90 1 1.4 96 1 1.8 90 1 1.6 ‡   †
Other jurisdictions                        
     District of Columbia 69 2.3 88 1 1.6 78 1.8 85 1 2.4
     DoDEA2 87 1 1.5 78   2.8 82 1 3.3 71   4.7
† Not applicable. Standard error estimate cannot be accurately determined.
‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.
1 The state/jurisdiction's inclusion rate is higher than or not significantly different from the National Assessment Governing Board's goal of 85 percent.
2 Department of Defense Education Activity (overseas and domestic schools).
NOTE: SD includes students identified as having an Individualized Education Program but excludes other students protected under Section 504 of the Rehabilitation Act of 1973. S.E. = Standard Error. The national results include both public and nonpublic school students. The national (public) and state/jurisdiction results include public school students only.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Mathematics Assessment.