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Exclusion rates in mathematics by district

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.

Grade 4
 Grade 8
Fourth-grade public school students with disabilities (SD) identified and excluded in NAEP mathematics, as a percentage of all students, by jurisdiction: 2007
District Identified Excluded Assessed Assessed
   Nation 14 3 11 3 8
   Large central city 13 3 10 3 7
Atlanta 10 2 8 4 5
Austin 13 4 9 2 7
Boston 22 4 18 3 15
Charlotte 12 2 10 2 8
Chicago 14 4 10 4 6
Cleveland 17 13 5 # 4
District of Columbia 14 5 9 1 8
Houston 10 3 7 2 4
Los Angeles 11 1 9 4 5
New York City 16 1 15 1 14
San Diego 12 2 9 4 5
# Rounds to zero.
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. As of 2005, “large central city” includes nationally representative public schools located in large central cities (population of 250,000 or more) within a Metropolitan Statistical Area (MSA). Detail may not sum to totals because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Trial Urban District Mathematics Assessment.

See a summary of exclusion rates from earlier TUDA mathematics assessments in 2003 and 2005.

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