NAEP - TUDA Reading Mathematics 2005: Reading Exclusion Rate Table

Reading

Mathematics

Percentages of Students in Urban Districts Identified, Excluded, and Assessed in Reading

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) or limited English proficient (LEP). (LEP students are sometimes called English language learners). 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.

The percentages of students excluded from NAEP may vary considerably across states and districts, as well as across years. Comparisons of achievement results across districts and within a district across years should be interpreted with caution if the exclusion rates vary widely. For example, at grade 4, the exclusion rates in Austin and Houston varied from those of the other districts.

Read more about the NAEP inclusion policy.

Percentages of all students identified as students with disabilities and/or English language learners, excluded, and assessed, grade 4 public schools: By urban district, 2003
	2003
District	Percentage of all students identified	Percentage of all students excluded	Percentage of all students assessed	Percentage of all students assessed with accom- modations	Percentage of all students assessed without accom- modations
SD and/or ELL
Nation	22	6	16	5	10
Large central city¹	31	8	22	5	17
Atlanta	9	2	7	3	5
Austin	—	—	—	—	—
Boston	33	9	24	11	12
Charlotte	21	5	16	11	6
Chicago	31	9	22	6	16
Cleveland	18	12	6	3	2
District of Columbia	18	6	12	9	3
Houston	42	24	19	1	18
Los Angeles	59	6	53	5	49
New York City	21	6	15	12	3
San Diego	42	5	37	4	33
SD only
Nation	14	5	9	5	4
Large central city¹	13	5	8	5	4
Atlanta	8	2	6	3	4
Austin	—	—	—	—	—
Boston	19	4	15	10	5
Charlotte	16	4	13	8	4
Chicago	15	6	9	5	4
Cleveland	15	11	4	3	2
District of Columbia	13	5	8	6	2
Houston	18	9	9	1	8
Los Angeles	12	3	9	4	5
New York City	13	2	11	10	1
San Diego	13	3	10	2	8
ELL only
Nation	10	2	8	1	7
Large central city¹	21	5	16	2	14
Atlanta	2	1	2	1	1
Austin	—	—	—	—	—
Boston	18	6	12	3	9
Charlotte	10	3	7	4	2
Chicago	21	6	15	1	13
Cleveland	3	2	2	1	1
District of Columbia	7	1	6	4	2
Houston	33	20	14	#	14
Los Angeles	56	5	50	3	47
New York City	11	5	6	3	2
San Diego	35	4	31	2	29
— Not available. The district did not participate or did not meet the minimum participation guidelines for reporting.
# The estimate rounds to zero.
¹ Some of the TUDA districts include a few public schools located outside of large central cities as defined by the Census Bureau (population of 250,000 or more within metropolitan areas). These schools are included in the category of "large central city" for all years, but were not included in previously published results. As a result, some numbers reported on this website may differ slightly from those reported earlier on the web and in print. NOTE: SD = students with disabilities. ELL = English language learners. 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. Prior to 2005, students were identified as either ELL or non-ELL; in 2005 students were identified as ELL, non-ELL, or formerly ELL. 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), 2003 Trial Urban District Reading Assessment.