Accommodating all students
In 1996, NAEP began efforts to study the effect of assessment accommodations on NAEP results, and initiated a transition in which NAEP official reporting samples would come to include students assessed with accommodations.NAEP national samples in science and mathematics assessments were split between settings in which testing accommodations were not allowed and settings in which they were.case study At HPE Discover, the enterprise IT company's premier event, presenters deploy polls to launch into their next topic, gather valuable insights from the audience, and engage 10,000 attendees in an ongoing conversation about the future of IT.It is important for NAEP to assess as many students selected to participate as possible. The National Assessment Governing Board, which sets policy for NAEP, has been exploring ways to ensure that NAEP continues to appropriately include as many students as possible and to do so in a consistent manner for all jurisdictions assessed and reported.These results are in the Report Cards, and also may be seen on this site in the NAEP Data Explorer (NDE) by selecting the sample in which accommodations were not allowed (in addition to the accommodated sample that is selected by default for these years). In addition to the resources linked from the subject pages above (such as accommodations allowed, and percentages of SD and ELL students by state for mathematics and science assessments), the NDE contains average scores for students classified as LEP or ELL by their schools.Note that the results from this sample cannot be generalized to the total population of ELL students.Once students are selected, those previously identified as SD or ELL may be offered accommodations or excluded.
Refer to the Technical Notes for more details about how the margin of error was used in these calculations, and read more about inclusion in the most recent study, Measuring Status and Change in NAEP Inclusion Rates of Students with Disabilities.
Before the 2005 assessment (when the selection process was detailed in a series of questions), guidelines were specified by NAEP.
A student identified on the Administration Schedule as having a disability (SD), that is, a student with an Individualized Education Program (IEP) or equivalent classification, should be included in the NAEP assessment unless: The goal of all these activities was to ensure that NAEP samples would be as representative as possible, and that high percentages of sampled students would and could participate.
The new NAEP inclusion policy is an effort to ensure that this trend continues.
Determining whether each jurisdiction has met the NAEP inclusion goals involves looking at three different inclusion rates—an overall inclusion rate, an inclusion rate for SD students, and an inclusion rate for ELL students.Two reports reanalyze the 1998 reading data, including students with accommodations.