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About the Assessment: Exclusion Rates

NAEP has always endeavored to assess all students selected as a part of its sampling process, including students who are classified by their schools as students with disabilities (SD) and/or as English language learners (ELL). The decision to exclude any of these students is made by school personnel. School personnel are encouraged to use inclusion criteria provided by NAEP and may discuss their inclusion decisions with NAEP field staff. Some students may participate with testing accommodations. Read more about the NAEP inclusion policy, including exclusion rates from current and previous assessments in all subject areas.

The tables below show the percentage of students identified as SD and/or ELL, and provide the rate of students excluded and accommodated in two ways: as a percentage of all students in the NAEP sample, or as a percentage of students identified as SD and/or ELL. Tables that provide percentages of SD students include those identified under Section 504 of the Rehabilitation Act of 1973, as amended (Title 29 U.S.C. 794 Section 504), which prohibits discrimination on the basis of handicap in federally assisted programs and activities.

Grade 4 District
Grade 8 District
Grade 4 District Trend
Grade 8 District Trend
Percentage of eighth-grade public school students identified as students with disabilities (SD) and/or English language learners (ELL) excluded and assessed in NAEP reading, as a percentage of identified SD and/or ELL students, by jurisdiction: 2011
  SD and/or ELL SD ELL
Jurisdiction Excluded Assessed Assessed
without
accom-
modations		 Assessed
with
accom-
modations		 Excluded Assessed Assessed
without
accom-
modations		 Assessed
with
accom-
modations		 Excluded Assessed Assessed
without
accom-
modations		 Assessed
with
accom-
modations
    Nation 20 80 29 51 24 76 15 61 14 86 56 31
     Large city1  15 85 36 49 21 79 13 67 12 88 56 32
Albuquerque 29 71 35 36 29 71 18 53 33 67 49 18
Atlanta 29 71 20 51 28 72 18 55 ‡ ‡ ‡ ‡
Austin 34 66 47 19 51 49 17 33 23 77 66 11
Baltimore City 81 19 3 16 83 17 1 16 ‡ ‡ ‡ ‡
Boston 27 73 34 39 27 73 4 69 30 70 54 16
Charlotte 12 88 31 57 15 85 16 69 13 87 49 38
Chicago 10 90 23 67 10 90 18 72 12 88 31 57
Cleveland 17 83 3 80 20 80 1 79 8 92 10 81
Dallas 20 80 63 17 50 50 15 35 14 86 75 11
Detroit 30 70 39 30 44 56 11 45 7 93 92 1
District of Columbia (DCPS) 15 85 8 77 13 87 4 82 22 78 17 60
Fresno 8 92 66 26 20 80 11 69 3 97 79 18
Hillsborough County (FL) 7 93 4 89 8 92 4 88 7 93 3 90
Houston 27 73 56 16 43 57 29 28 17 83 73 10
Jefferson County (KY) 46 54 13 41 45 55 6 49 ‡ ‡ ‡ ‡
Los Angeles 8 92 57 35 16 84 15 69 7 93 70 23
Miami-Dade 19 81 3 78 13 87 3 84 28 72 4 69
Milwaukee 10 90 6 84 15 85 2 83 6 94 10 84
New York City 10 90 2 88 8 92 1 91 14 86 3 83
Philadelphia 18 82 5 77 17 83 4 80 22 78 7 71
San Diego 6 94 57 37 9 91 32 59 3 97 70 27
‡ Reporting standards not met. Sample size insufficient to permit a reliable estimate.
1 Large city includes students from all cities in the nation with populations of 250,000 or more including the participating districts.
NOTE: Students identified as both SD and ELL were counted only once under the combined SD and/or ELL category, but were counted separately under the SD and ELL categories. DCPS = District of Columbia Public Schools.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Reading Assessment.