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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 fourth-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 17 83 40 43 23 77 21 56 11 89 58 31
     Large city1  15 85 45 40 22 78 16 62 12 88 58 30
Albuquerque 17 83 40 43 27 73 19 54 12 88 53 35
Atlanta 35 65 13 52 36 64 12 52 ‡ ‡ ‡ ‡
Austin 37 63 53 10 62 38 12 26 30 70 66 3
Baltimore City 80 20 4 16 82 18 4 14 ‡ ‡ ‡ ‡
Boston 16 84 56 28 27 73 7 65 12 88 74 13
Charlotte 8 92 41 51 13 87 20 67 5 95 57 37
Chicago 7 93 28 65 10 90 26 65 8 92 27 65
Cleveland 19 81 6 75 21 79 4 75 17 83 12 70
Dallas 33 67 62 5 55 45 12 33 31 69 68 1
Detroit 27 73 52 21 44 56 21 35 6 94 90 4
District of Columbia (DCPS) 17 83 4 79 19 81 2 79 12 88 5 83
Fresno 6 94 77 17 24 76 15 61 2 98 90 8
Hillsborough County (FL) 9 91 10 82 12 88 15 73 5 95 2 93
Houston 32 68 59 8 45 55 18 36 32 68 66 3
Jefferson County (KY) 50 50 24 26 43 57 27 30 72 28 15 13
Los Angeles 5 95 72 23 16 84 12 72 3 97 80 17
Miami-Dade 14 86 3 82 16 84 6 78 14 86 2 84
Milwaukee 8 92 5 87 12 88 4 84 2 98 7 91
New York City 8 92 5 87 7 93 6 87 10 90 3 87
Philadelphia 16 84 10 74 19 81 7 74 6 94 17 77
San Diego 8 92 75 17 30 70 8 62 4 96 88 8
‡ 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.