Technical Report 70
2012-13 Publicly Reported Assessment
Results for Students with Disabilities and
ELLs with Disabilities
N A T I O N A L
C E NT E R O N
E D U C AT I O N A L
O U T C O M E S
In collaboration with:
Council of Chief State School Officers (CCSSO)
National Association of State Directors of Special Education (NASDSE)
Supported by:
U.S. Office of Special Education Programs
Technical Report 70
2012-13 Publicly Reported Assessment
Results for Students with Disabilities and
ELLs with Disabilities
Deb Albus, Sheryl S. Lazarus, and Martha L. Thurlow
May 2015
All rights reserved. Any or all portions of this document may be reproduced
and distributed without prior permission, provided the source is cited as:
Albus, D., Lazarus, S. S., & Thurlow, M. L. (2015). 2012-13 publicly reported
assessment results for students with disabilities and ELLs with disabilities
(Technical Report 70). Minneapolis, MN: University of Minnesota, National
Center on Educational Outcomes.
N A T I O N A L
C E N T E R O N
E D U C AT I O N A L
O U T C O M E S
The Center is supported through a Cooperative Agreement (#H326G110002)
with the Research to Practice Division, Office of Special Education Programs,
U.S. Department of Education. The Center is affiliated with the Institute on
Community Integration at the College of Education and Human Development, University of Minnesota. The contents of this report were developed
under the Cooperative Agreement from the U.S. Department of Education, but
does not necessarily represent the policy or opinions of the U.S. Department
of Education or Offices within it. Readers should not assume endorsement
by the federal government.
Project Oficer: David Egnor
NCEO Core Staff
Martha L. Thurlow, Director
Deb A. Albus
Laurene L. Christensen
Linda Goldstone
Sheryl S. Lazarus
Kristi K. Liu
Michael L. Moore
Rachel F. Quenemoen
Christopher Rogers
Vitaliy Shyyan
Miong Vang
Yi-Chen Wu
National Center on Educational Outcomes
University of Minnesota • 207 Pattee Hall
150 Pillsbury Dr. SE • Minneapolis, MN 55455
Phone 612/626-1530 • Fax 612/624-0879
http://www.nceo.info
The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and
employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability,
public assistance status, veteran status, sexual orientation, gender identity, or gender expression.
This document is available in alternative formats upon request.
Executive Summary
This is the sixteenth report by the National Center on Educational Outcomes (NCEO) that analyzes
how states publicly report online assessment data for students with disabilities in K-12 schools in
the United States. The Individuals with Disabilities Education Act (IDEA) and the Elementary and
Secondary Education Act (ESEA) require states to disaggregate participation and performance data
at the state level. The ESEA flexibility waivers that many states received also require states to report
data on assessments used for Title I accountability for the “all students” group as well as for all of the
subgroups, including special education, as long as the number of students in a subgroup is equal to or
above the minimum reporting number defined by the state.
This report presents information on publicly reported participation and performance data for the 50
regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth
of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia,
Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S.
Virgin Islands).
For the 2012-13 school year, 52 of the 61 regular and unique states reported participation and performance data for students with disabilities for all general and alternate assessments based on alternate
achievement standards (AA-AAS) that were used for Title I within the ESEA accountability system.
Information about state assessments not used for Title I is also presented.
Information on public reporting for English Language Learners (ELLs) with disabilities is also included
in this report. As in the previous year, only seven states reported both participation and performance
for ELLs with disabilities for the general assessment. And again, more states (N=21) reported these
same data for ELLs with disabilities on the AA-AAS.
A majority of states reported some participation and performance data by individual grade and test
for students with disabilities, though a few only reported these data by merged grades or tests. Among
regular and unique states for participation, 42 states reported number assessed and 38 states reported
percent participating. For performance, 46 of the regular states and unique states reported student
performance by achievement level, and 42 reported the percent proficient.
This report also includes an analysis of the ease of finding these publicly reported assessment data
for students with disabilities on states’ department of education websites. This involved counting the
number of mouse clicks that it took to arrive at public reports for students with disabilities on the
general assessment and AA-AAS. For 34 of the regular states it took 3-4 clicks to arrive at the general
assessment data; 5 or more clicks were required for 15 states. For AA-AAS data, 30 regular states
required 3-4 clicks; 5 or more clicks were required for 17 states.
Although states may make changes via waivers or other processes, the public reporting of data
will continue to be an essential part of accountability systems. And, as states make transitions
to new assessments based on College- and Career-Ready Standards, it will be important to
continue to strive for clear reporting of student data. The following recommendations are
offered to states for the public reporting of disaggregated data for students with disabilities:
1. Report participation and performance results for each assessment, content area, and grade
level.
2. Clearly label preliminary and final data with dates posted.
3. Report participation with accommodations.
4. Report participation percentages, disaggregated by grade.
5. Make data accessible by attending carefully to the usability of formats, ease of finding
information, and clarity of language.
6. Provide reports in a format that are user-friendly for the general public rather than relying
on technical reports to be the sole type of public reporting for student data.
Table of Contents
Executive Summary ........................................................................................................................... iii
Overview...............................................................................................................................................1
Method..................................................................................................................................................2
Results...................................................................................................................................................3
How States Reported Participation and Performance Data..........................................................3
Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) Data for
Students with Disabilities .......................................................................................................6
Assessment Data for English Language Learners with Disabilities ............................................7
Elementary School......................................................................................................................14
Middle School ............................................................................................................................15
Accommodations Data on Students with Disabilities.........................................................................20
Summary and Conclusions.................................................................................................................21
Extent of Public Reporting for Students with Disabilities..........................................................21
Extent of Public Reporting for ELLs with Disabilities...............................................................21
How Data Are Reported..............................................................................................................22
Achievement Gaps......................................................................................................................22
Ease of Finding Data on State Websites.....................................................................................23
Recommendations for Reporting................................................................................................23
References...........................................................................................................................................24
Appendix A: Material Used for the Verification Process ...................................................................27
Appendix B: Data Tables ...................................................................................................................31
Overview
Under the Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA), states receiving funding, including unique states, are required to
report Reading, Mathematics, and Science assessment data used for Title I accountability to the
federal government for all students and student subgroups. They are also to report these for the
general public. Types of public reports found online include school “report cards,” state assessment reports, and customized reports on state education websites (Albus, Lazarus, & Thurlow,
2014). Additionally, the ESEA flexibility waivers that many states received require states to
report on their report cards, for the “all students” group and for all of the subgroups, including
special education (U.S. Department of Education, 2013).
The purpose of this report is to analyze the extent to which states report data for students with
disabilities “to the public with the same frequency and in the same detail as it reports on the
assessment of nondisabled children,” as required by IDEA (Wiley, Thurlow, & Klein, 2005). It
also describes how states report participation and performance data to the public, with additional
analyses focusing on average performance gaps across years. The report also summarizes the
extent that states report participation and performance for ELLs with disabilities and the ease
of accessing public reporting reports.
The National Center on Educational Outcomes (NCEO) has been tracking and analyzing public
reporting for the special education subgroup since 1997. In 2012-13, the total number of regular
and unique states reporting disaggregated participation and performance data online for students
with disabilities was 52 states (Albus et al., 2014). This showed an increase of 3 states over
49 reported in the previous year for 2011-12. Before that, the number had been 45, thus showing a steady increase in the number of states reporting these data over recent years, though the
number in some previous years (2007-08, 2008-08, and 2010-11) were near 45 states(Albus &
Thurlow, 2013; Albus, Thurlow, & Bremer, 2009; Thurlow, Bremer, & Albus, 2011). Prior to
2006-07, starting in 2002-03, this count of states ranged between 35 states and 39 states (Albus,
Thurlow, & Bremer, 2009; Klein, Wiley, & Thurlow, 2006; Thurlow, Bremer, & Albus, 2008;
Thurlow & Wiley, 2004; Thurlow, Wiley, & Bielinski, 2003; Wiley, Thurlow, & Klein, 2005;
VanGetson & Thurlow, 2007).
In 2011-12, the number of states that reported disaggregated participation and performance data
for alternate assessments based on alternate achievement standards (AA-AAS) was 51 states.
This was an increase from 48 states in 2010-11. The number reporting for the AA-AAS had
been as low as 36 states in 2006-07 and 2007-08.
NCEO
1
Method
In January and February 2014, state department of education websites were searched for publicly
available reports that disaggregated participation and performance data for students with disabilities for the 2012-13 school year (i.e., state assessment reports, state report cards, customized
report generators, and other report formats).
States included in the search were the 50 “regular” states and the 11 “unique” states (American
Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia,
Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). Participation and performance data were collected, as well as information about how states reported
those data. Data collection included all general and alternate assessments whether or not they
were used for Title I, including those assessments designed for bilingual or English language
learners (ELLs) that were either general or alternate assessments.
The information gathered about how states reported participation and performance data were
then summarized into individual state summary tables for verification. Verification materials
were sent to state assessment directors and state directors of special education in July 2014.
Twenty-two regular states and no unique states responded to the verification requests. After the
verification process was completed, the participation and performance data were analyzed as
well as information on how states reported those data. Double checks of the data were completed
for accuracy. See Appendix A for a sample email sent to the state directors and sample tables
used in the verification process.
There are different types of assessments that states can give, each serving one or more purposes.
For example, some are given for accountability, while others are for diploma or graduation purposes. Some assessments may serve dual purposes within a state. Although the data collected
for this report included all state level administered assessments presented on state websites, this
report focuses on how states publicly reported participation and performance data for students
with disabilities on general assessments and AA-AAS. For this analysis the following terms
are defined as follows.
General assessment: Any assessment intended for students without disabilities and
most students with disabilities that is designed to measure content area performance for
Title I accountability or for exit or diploma purposes. General assessments may include
end-of-course assessments for states that have them.
Alternate assessment based on alternate achievement standards (AA-AAS): Any
assessment intended for a very small percentage of students with disabilities who have
the most significant cognitive disabilities to measure content area performance for Title I
2
NCEO
accountability, or for exit or diploma purposes. AA-AAS may include end-of-course
assessments for states that have them.
This report also provides additional information on alternates based on other achievement standards such as modified achievement standards and grade level achievement standards. Detailed
information is not provided about these assessments in this report.
Changes in federal policies for reporting to the U.S. Department of Education, as well as our
own criteria, which narrowed after 2004-05, likely affected the changes in the numbers of states
reporting on the general and AA-AAS assessments. APR data were not counted as publicly
reported data after 2004-05 because these data were not necessarily reported with the same
frequency and detail as public reporting for all students (see Thurlow et al., 2008).
Results
Results are presented in five sections. The first section presents information about how participation and performance data for students with disabilities were reported by states for general
and alternate assessments used for Title I accountabiity or not, and how these same data were
reported for ELLs with disabilities. The second section describes the approaches states used to
communicate participation data. The third section describes the approaches states used to report
performance data for general assessments. The fourth section presents select general assessment performance data at the elementary, middle school, and high school levels for reading and
mathematics, including information about average achievement gaps. The final section provides
information about routes taken to locate data on state websites.
How States Reported Participation and Performance Data
General Assessment Data for Students with Disabilities
Figure 1 shows that 52 of the 61 states reported participation and performance for all general
assessments used for Title I accountability for students with disabilities. Eighty-five percent of
states reported participation and performance for all general assessments, 3% reported participation and performance for some general assessments, and 12% had no publicly reported data.
NCEO
3
Figure 1. Extent of Reporting of General Assessment Data for Students with Disabilities within ESEA
Figure 1. Extent of Reporting for Students with Disabilities on General Assessments Used for
[N=61]
Title I [N=61]
12%
Participation and Performance for
All Assessments (N=52)
3%
Participation and Performance for
Some Assessments (N=2)
No Publicly Reported Data (N=7)
85%
Figure 2 portrays the participation and performance reporting for the general assessment by
state. This map shows that nearly all states had full reporting of participation and performance
for students with disabilities on the general assessment used for Title I accountability systems.
For details, see Table B-1 in Appendix B.
Figure 2. States Reporting 2012-13 Disaggregated Participation or Performance Data for Students
with Disabilities on General State Assessments in ESEA Accountability System*
Figure 2. States Reporting 2012-13 Disaggregated Participation or Performance Data for
Students with Disabilities on General State Assessments used for Title I Accountability
WA
MT
OR
ND
SD
ID
WI
WY
NE
NV
UT
CO
CA
AZ
VT
MN
KS
OK
NM
TX
IA
MO
IL IN OH
KY
TN
AR
MS AL
LA
NY
MI
PA
WV
VA
NC
SC
GA
NH
ME
MA
RI
CT
NJ
DE
MD
FL
AK
HI
Participation and Performance for All General Assessments (N=52)
Participation and Performance for Some General Assessments (N=2)
No Publicly Reported Data (N=7)
*Note: The figure does not include state APR data. A broad definition was used to determine whether a state reported data. States were included if they had any data reported for the assessment (regardless of whether it was
*Note:
The figure
notrange,
includeor
state
data.grades).
A broad definition was used to determine whether a state
across
all grades,
bydoes
grade
for APR
specific
had data. States were included if they had any data reported for the assessment (regardless of whether it was
across all grades, by grade range, or for specific grades).
States also reported participation and performance for students with disabilities on general assessments not used for Title I accountability. Figure 3 shows that of the 16 states that had general
4
6 NCEO
assessments not used for Title I, 6 states reported participation and performance data for all tests,
2 reported these data for some tests, and 8 states did not publicly report data. For 45 states, this
was not applicable because all of their general assessments were used for Title I accountability.
Figure 3. Extent of Reporting of General Assessments Not Used for Title I [N=61]
10%
Participation and Performance for All
General Assessments (N=6)
3%
13%
Participation and Performance for Some
General Assessments (N=2)
No Publicly Reported Data (N=8)
74%
Not Applicable- All General Assessments
are Used for Title I (N=45)
Figure 4 portrays the participation and performance reporting for general assessments not used
for Title I by state. This map shows that only a few states publicly reported participation and
performance for these assessments. For details, see Table B-2 in Appendix B.
Figure 4. States Reporting 2012-13 Disaggregated Participation or Performance Data for
Students with Disabilities on General Assessments Not Used for Title I Accountability*
Participation and Performance for All General Assessments (N=6)
Participation and Performance for Some General Assessments (N=2)
No Publicly Reported Data for Students with Disabilities (N=8)
NotApplicable–AllGeneralAssessmentsUsedforTitleI(N=45)
* Note: States were included if they had any data reported for the assessment (regardless of whether
it was across grades, by grade range, or for specific grades).
NCEO
5
Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) Data for
Students with Disabilities
This section addresses the extent to which states reported participation and performance data
for students with disabilities on alternate assessments based on alternate achievement standards
(AA-AAS) used for Title I accountability. Figure 5 shows that 52 states reported data for the
AA-AAS. This represents 85% of the states.
Figure 5. Extent of Reporting of AA-AAS Data Within ESEA [N=61]
Figure 5. Extent of Reporting for Students with Disabilities on AA-AAS Used for Title I [N=61]
15%
Participation and Performance for
All AA‐AAS (N=52)
No Publicly Reported Data (N=9)
85%
Figure 6 shows the states that reported participation and performance data for AA-AAS used
for Title I accountability. The map shows that most states (N=52) publicly reported participation and performance for students with disabilities for these assessments. For details, see Table
B-3 in Appendix.
Figure 6. States Reporting 2012-13 Participation or Performance Data for Students with Disabilities
on AA-AAS*
Figure 6. States Reporting 2012-13 Participation or Performance Data for Students with
Disabilities on AA-AAS* Used for Title I Accountability
WA
MT
OR
ND
SD
ID
WI
WY
NE
NV
UT
CO
CA
KS
OK
AZ
VT
MN
NM
TX
IA
MO
AR
LA
NY
MI
IL IN OH
KY
TN
MS AL
PA
WV
VA
NC
SC
GA
NH
ME
MA
RI
CT
NJ
DE
MD
FL
AK
HI
Participation and Performance for AA-AAS (N=52)
No Publicly Reported Data (N=9) *Note:
6 The figure does not include state APR data. A broad definition was used to determine whether a state NCEO
had data. States were included if they had any data reported for the assessment (regardless of whether it
was across grades, by grade ranges, or for specific grades).
Figure 6. States Reporting 2012-13 Participation or Performance Data for Students with
Disabilities on AA-AAS* Used for Title I Accountability* (continued)
*Note: The figure does not include state APR data. A broad definition was used to determine whether
a state had data. States were included if they had any data reported for the assessment (regardless
of whether it was across grades, by grade ranges, or for specific grades).
Assessment Data for English Language Learners with Disabilities
This section presents information on how states reported participation and performance data for
ELLs with disabilities. Like their peers, most ELLs with disabilities take general assessments;
a small percentage take an AA-AAS.
Figure 7 shows that 49 states did not report participation or performance for ELLs with disabilities on general assessments used for Title I. Only seven states reported both participation
and performance data for all general assessments. This represents 11% of the states.
Figure 7. Extent of States Reporting Data for ELLs with Disabilities on General Assessments
Figure
7. Extent
of States Reporting Data for ELLs with Disabilities Within ESEA [N=61]
Used
for Title
I [N=61]
11%
5%
Participation and Performance All Tests (N=7)
2%
2%
Participation and Performance Some Tests (N=3)
Participation Only for Some Tests (N=1)
Performance Only for All Tests (N=1)
80%
No Publicly Reported Data (N=49)
Figure 8 shows the states reporting participation and performance data for ELLs with disabilities
on general assessments used for Title I. This map shows that only a few states publicly reported
participation and performance for ELLs with disabilities. For example, seven states reported
participation and performance for all general assessments for ELLs with disabilities. For details,
see Table B-4 in Appendix B.
NCEO
7
Figure 8. States Reporting 2012-13 Disaggregated Participation or Performance Data for ELLs with
Disabilities
on General
Assessments
in ESEA Accountability
System
Figure 8. States
Reporting
2012-13 Disaggregated
Participation
or Performance Data for ELLs with
Disabilities on General Assessments Used for Title I Accountability
WA
MT
OR
ND
SD
ID
WI
WY
NE
NV
VT
MN
UT
CO
CA
KS
OK
AZ
NM
TX
MO
AR
LA
NY
MI
IA
IL IN OH
KY
TN
MS AL
PA
WV
VA
NC
SC
GA
NH
ME
MA
RI
CT
NJ
DE
MD
FL
AK
HI
Participation and Performance for All General Assessments (N=7)
Participation and Performance for Some General Assessments (N=3)
Participation Only for Some General Assessments (N=1)
Performance Only for All Assessments (N=1)
No Publicly Reported Data (N=49) For regular assessments not used for Title I, 16 states with these assessments did not report data
for ELLs with disabilities. Only 1 state reported both participation and performance data for
this population (see Table B-5 in Appendix B for more details).
Figure 9 shows that 21 states, or 34% of states, reported data for participation and performance
on AA-AAS for ELLs with disabilities. Three states reported performance only, and 37 states did
not publicly report data for ELLs with disabilities who may have participated in an AA-AAS.
8
20 NCEO
Figure 9. Extent of States Reporting for ELLs with Disabilities on AA-AAS Used for Title I
Figure 9. Extent of States Reporting AA-AAS Data for ELLs with Disabilities within ESEA [N=61]
[N=61]
34%
Participation and Performance for
All AA‐AAS (N=21)
Performance for All AA‐AAS (N=3)
No Publicly Reported Data (N=37)
61%
5%
Figure 10 shows the 21 states that reported participation and performance for ELLs with disabilities
on the AA-AAS used for Title I. This map shows that the states that reported these
data either reported both participation and performance or did not report any data. Only a few
reported performance only for AA-AAS. For details, see Table B-6 in Appendix B.
Figure 10. States Reporting 2012-13 Disaggregated Participation or Performance Data for ELLs
with Disabilities on AA-AAS Used for Title I Accountability
NCEO
9
22 Alternate Assessment Based on Modified Achievement Standards (AA-MAS) Data for
Students with Disabilities and ELLs with Disabilities
Alternate assessments based on modified achievement standards (AA-MAS) are an optional
assessment used for Title I accountability that only some states offer. For students with disabilities, 12 of 13 states reported participation and performance data in 2012-13 for the grades
in which they offered an AA-MAS (separately or merged with data for the regular assessment).
For ELLs with disabilities, 5 states reported both participation and performance for all AA-MAS.
For details, see Table B-7 in Appendix B.
Alternate Assessment Based on Grade Level Achievement Standards (AA-GLAS) Data
for Students with Disabilities and ELLs with Disabilities
According to publicly available data, one state had an Alternate Assessment based on Grade
Level Achievement Standards (AA-GLAS). That state reported participation and performance
data for students with disabilities and for ELLs with disabilities. For details see Table B-8 in
Appendix B.
Communicating Participation in 2012-13
States publicly reported participation rate data for students with disabilities in a variety of ways.
Figure 11 shows that 39 of the regular and unique states reported these data. Seventeen reported
by grade and test. Twenty-two states merged grades and tests when reporting the data. Sixteen
states reported by grade but merged tests and another seven states reported by merging grades
by test. Tests were merged in different ways by states (e.g., merging general and alternate assessments, merging general assessments, or both). Of the 39 states reporting these data, 21
states publicly reported data only one way, while others reported them in multiple ways. For
additional details see Table B-9 in Appendix B.
Figure 11. Number of States Using Selected Methods to Report Participation Rate
Figure 11. Number of States Using Selected Methods to Report Participation Rate
By Grade and by Test
17
Merged Grades; By Test
7
By Grade; Merged Tests
16
Merged Grades and Tests
22
0
5
10
15
20
25
Number of States Reporting Rates (N=39)
10
NCEO
States reported participation data for general assessments in several different ways. Figure 12
shows the approaches taken by the 54 states (of the total of 61 regular and unique states) that
reported participation data. Forty-two states publicly reported the number of students tested
and 38 states reported the percent of students participating in general assessments used for Title
I accountability. Only six states reported the percent of students with no scores; thirteen states
presented the number of students with no scores. Figure 12 includes data from states that used
any method of reporting participation data (i.e., by grade and test, by merging grades and tests,
by grade with tests merged, and by test with grades merged). For additional details see Table
B-10
in Appendix
For details
about AA-AAS
participation
see Table for
11 in
Appendix
B.
Figure
12. StatesB.
Reporting
Participation
by Students
with Disabilities
General
Assessments
in
ESEA Accountability Systems in 2012-13
Figure 12. States Reporting Participation by Students with Disabilities for General
Assessments in Title I Accountability Systems in 2012-13
Percent of Students with No Scores
6
Number of Students with No scores
13
Number of Students with Scores
10
Percent of Students not Tested
13
Percent Participating in Test
38
Number of Students Not Tested
12
Number of Students Tested
42
Number Enrolled/ Eligible to be Tested
27
0
10
20
30
40
50
Number of States (N=54)
Figure 13 shows the participation rates for grade 8 mathematics for those states with this information reported by grade and test. Of the 17 states that reported these data by grade and test, 10
states reported these data with denominators based on students with disabilities in grade 8. One of
these states (Connecticut) had an alternate assessment based on modified achievement standards
(AA-MAS) and reported these data in a different way. For example, Connecticut showed a lower
rate for its general mathematics assessment because a percentage of its students with disabilities
took an AA-MAS, and because the denominator Connecticut used in calculating the percentage included both students participating in the general assessment and the AA-MAS. See Table
B-12 Appendix B for a detailed summary of how states reported AA-MAS participation rates.
NCEO
11
Figure
13.13.
Percentages
of of
Students
with
Disabilities
Participating
in in
Middle
School
General
Figure
Percentages
Students
with
Disabilities
Participating
Middle
School
General Math
Math Assessments in Those States with Reported Participation Rates
in
2012-13*
Assessments in Those States with Reported Participation Rates1 in 2012-13*
100
89
97
98
98
95
98
98
99
98
DE
ME
OH
OR
PA
VA
VI
80
60
60
40
20
0
AL
AK
CT*
*One
state
included
in this
figure
had
anan
AA-MAS:
Connecticut.
Connecticut’s
rate
here
is lower
because
it was
*One
state
included
in this
figure
had
AA-MAS:
Connecticut.
Connecticut’s
rate
here
is lower
because
it was based on
based
on a denominator
that summed
participation
the general
and alternate
assessments.
A key
a denominator
that summed
participation
for bothfor
theboth
general
and alternate
assessments.
A key for
stateforabbreviations is
state
abbreviations
provided
in TableB.B-13 in Appendix B.
provided
in TableisB-13
in Appendix
General Assessment Performance Approaches for Students with Disabilities
Similar to the reporting practices for participation data, states reported performance in several
different ways. Figure 14 shows that of 54 states, of the total 61 regular and unique states, that
reported these data, 40 states reported some performance data by grade and test. Twenty-seven
states reported performance by merging grades and merging tests. Twenty-three states reported
data merging tests for one or more grades, and thirteen states did so merging grades for one or
more tests. Of the states in Figure 14, 20 states publicly reported performance data only one way,
while others reported it in multiple ways. For additional details see Table B-14 in Appendix B.
Figure 14. Number of States Using Selected Methods to Report Performance Data
Figure 14. Number of States Using Selected Methods to Report Performance Data
Merged Grades and Tests
27
Merged Tests for One or More
Grades
23
Grades Merged for One or More
Tests
13
Reported Some Data by Grade and
Test
40
0
20
40
60
Number of States (N=54)
NCEO
12
30 States also report performance data in a variety of ways, such as the number or percent in each
achievement level, percent proficient or not proficient, and scaled scores. Figure 15 shows that
the most common way that states reported performance data was by percent in each achievement level (n=46). The next most frequent way was by percent proficient. This figure includes
data from states that used any method of reporting participation data (i.e., by grade and test,
by merging grades and tests, by grade with tests merged, and by test with grades merged). For
additional details see Table B-15 in Appendix B. For details about AA-AAS performance see
Table B-16 in the Appendix.
Figure 15. General Assessments within ESEA: Number of States Reporting Performance Categories
Figure 15. General Assessments within ESEA: Number of States Reporting Performance
for Students with Disabilities in 2012-13
Categories for Students with Disabilities in 2012-13
Percentile Rank
1
Percent by Achievement Level
46
Number by Achievement Level
20
Number Not Proficient
5
Number Proficient
8
Percent Not Proficient
11
Percent Proficient Derived
13
Percent Proficient
42
0
10
20
30
40
50
Number of States (N=54)
Selected Results of General Assessment Performance for Students with Disabilities
In this section the performance of students with and without IEPs is compared for states that
reported data for each of three representative grades (e.g., Grade 4, Grade 8, and Grade 10) by
content area (i.e., reading, mathematics). Figures 16 to 21 show the gaps between students with
disabilities and their comparison peer group. The solid line represents the gap between students
with Individualized Educational Programs (IEPs) and the comparison group. The comparison
peer group varied by state, with some states reporting the performance of students without IEPs
and others reporting the total student population. Because the gaps were affected by whether a
state included all students or students without disabilities, we indicate the group used by each
state on the horizontal axis with an A if the state included all students and an O if the comparison group for the state was students who do not have IEPs. The students without IEPs group
may include students with 504 plans depending on how a state defined its population. Thirteen
of the states with AA-MAS are presented in these figures, though not all states with AA-MAS
had them for each grade range. Therefore, the gaps reported here could also vary based on how
those states reported their performance data. States with an AA-MAS are indicated in the figures
with a box around the percent proficient number for the comparison group.
NCEO
13
Elementary School
Figures 16 and 17 present the results for Grade 4. Across the states, the smallest gap between
students with IEPs and the comparison group for elementary reading was 9 percentage points,
and the largest gap was 51 percentage points. For elementary mathematics, the gap ranged from
9 percentage points to 49 percentage points.
Figure
16.
Percent
Proficient
forfor
Elementary
Reading*
Figure
16.
Percent
Proficient
Elementary
Reading*
100
90
80
70
70
60
60
50
46
41
35
32
17
35
21
60
58 59
49
46 48
32
2728
28
19
16
20
10
54 54
41
28
16
5
52 52
50
30
20
0
48 49
40
30
10
85 85 85 86 86
83 84
90
80
40
95
93 94
91 92
100
52
52 54 54
58 59
64
60 62
75 75 75
73 73 74
66 66 67
47
32
2828
21
24
19
14
17
40 39
37
2422
29
77 77
25
29
38
26
42 42
22
81 81 81
78 79 80 80
60
53
51
46
45
42
37
25
29
56
54
47
38
36 37
83 84 85 85 85
72
66
47
45
42
32
29
74 75 75 75
60
47
26 28
27
73 73
69 70 71
54
40 39
38
26
1717
64
62
66 66 67
71
69 70
81 81 81
79 80 80
77 77 78 78
78
46
38
33
51
40
36 37
72
66 64
64
53 52
48
38
86 86
91 92 93
33
56
53 54
48
52
38 40
26
14
5
0
O A A A O O O O A O A A O O A O O O A O O A A O O A O A A O A O O O O O O O O A A O O O O O O O
O A A A O O O O A O A A O O A O O O A O O A A O O A O A A O A O O O O O O O O A A O O O O O
Legend: Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box =State reported AA‐MAS merged with general assessment A= All students (n=16 states) O=Students without IEPs (n=32 states) * Note: N=48 of 61 states [includes unique states]; No data=13 states 14
NCEO
Figure 17. Percent Proficient Elementary Mathematics*
100
Figure 17. Percent Proficient Elementary Mathematics*
100
90
80
70
60
50
40
30
20
10
0
90
90
86 86 86
84 84 84 85 85
82 82 82 82 83
80 81
93
90
93
77 77
76
85 85 86 86 86
74 74 75
82 82 82 82 83 84 84 84
72 73 73 73 73
81
71
71
71
80
69 70
77
70
66 66
75 76 77
65 65
64
72 73 73 73 73 74 74
63
71
71
71
70
69
60
60 61
59
66
66
58
58
57
64
60
56 57
63 65 65
55
61
53
60
60
59
53 53 54
58 58
5750
51
56 57
55
49 50
54
53
53
53
47
47
47
47
47
50
46
46
46
51
50
45
50
44
44
43
47 46
47
47 42
47 49
42
42
46 47
46
41
45
44
44
40
42
42
42
38 43
38
41
40
40
35
38
38
34
33
35
34
33 3232 3232
30
30
29
29
30
30
29
29
27
27
30
26
27
27
26
23 23 21 21 22 22
2222
18
18
18
18
17
17
20
80
10
10
10
0
O O
O O
O O
O O
O O
O O
O O
O AO OA AO OA OO AO OA O
A AA AO OA AA AO OO OO OA AO OA AA AOOOO AA OO AA OO OO AA OO AA OO AA AA O
O OO OO OO OO OO OO OO
Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=16 states) O=Students without IEPs (n=32 states) * Note: N=48 of 61 states [includes unique states]; No data=13 states Legend: Middle School
Figures 18 and 19 show the performance gaps for Grade 8 reading and mathematics. At the
middle school level, for reading, gaps ranged from 16 percentage points to 60 percentage points.
For mathematics, the gaps ranged from 4 percentage points to 56 percentage points.
NCEO
37 15
Figure
18. Percent
Middle
School
Figure 18.
Percent
ProficientProficient
for Middlefor
School
Reading*
Reading*
120
110
120
100
100
90
90
80
80
70
70
60
60
50
40
30
20
10
0
110
110
89
89 90
88 88
87 87
87 87
87 87
86 86
86 86
8585
8585
8585
66 66
54 54 55 55
38 39
46 47
40
26
38 39
22
30
20
22
5
10
28
26
10
66 66
69
71 71
64
58 59
56 56 57
54 54 55 55
46 47
50
59 60
60
56 56 57 58
7777777878787878787979
7677
7476
73
73 74
72 72 72 73
71
71
73
73
73
72 72 72
69
21
21
13
9
10
5
20 19 20
20 19 20
12
13
9
22
28
12
14
14
17
23
22
17
26 28
23
26
28
31
30
31
30
18
18
39
35
35
20
20
29
23 29 24
23
39
65 64
40
40
35
24
57
52
3543
22
41
33 32 33 35
33 32 33
35
97 97
94 94
92
90 92
64
52
43
41
110
38
43
57
53
43 44
44
38
65 64
46
40
46
53
50
50
40
22
A O O A O A A O O A O O O A O A O O A O A A O O A O A A O A A O O O O O O A O O O O O O O O O O
0
A O O A O A A O O A O O O A O A O O A O A A O O A O A A O A A O O O O O O A O O O O O O O O O O
Legend: Heavy Solid Bar= Students with IEPs‐percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=16 states) O=Students without IEPs (n=32 states) * Note: N=48 of 61 states [includes unique states]; No data=13 states Figure
Proficient
Middle
School
Mathematics*
Figure19.
19.Percent
Percent
Proficient
Middle
School
Mathematics*
100
90
80
70
60
50
40
30
20
10
0
100
91
89
89 91
84 84
84
83
84
84
84
83
82
80 82
80
90
78
76 76 76 77 77 78
7474
74 74 76 76 76
7373
7373
7272
71
71
6869697070
6868
67 67
67 68
66 66
66 66
66 67
70
65 66
64
64 65
63
63
63
63
62
62
59
59
59 59 57
565658585959
57
60
52
51515353
52
49
49
4848
49
49
45
45
50
45
45
41 42 42
42
42
38
38
41
37
35
33 32
37 38
32 33
3235 38
40 31
31
31
30 33 3032
30
29
28
32 33
31
31
26 30 28 32
30
30
25 2431
24 26
22
22
2229
26
26
30
20
25 24
19 19 24
1822
22
22
15 17 14 16 15
20
13 13 14 12 11 19 19
18
17
16
10
20
9 15
15
14
7
13 13 14
6 5 7 8
12 11
10
9
8
7
10 6 5 7
80
A0 O O O A O A O O A A O A O A A O O O O O A A O O A O O O A O O A A A O O O A O O O O O O O O O
A O O O A O A O O A A O A O A A O O O O O A A O O A O O O A O O A A A O O O A O O O O O O O O O
Legend: 16
39 Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=16 states) O=Students without IEPs (n=32 states) NCEO
40
31
37 38
30
20
10
41 42 42
22
10
6 5 7 8
22
7
13 13 14
19 19
31
24 26
12 11
9
17
15
33
30
14 16
30 32
29
18
15
22
25 24
31 32 33
20
35
30 28 32
26
38
0
A O O O A O A O O A A O A O A A O O O O O A A O O A O O O A O O A A A O O O A O O O O O O O O O
Legend: Heavy Solid Bar= Students with IEPs percent proficient Figure 19.
Percent
Proficient
Middle School Mathematics* (continued)
Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=16 states) O=Students without IEPs (n=32 states) * Note: N=48 of 61 states [includes unique states]; No data=13 states High School
Figures 20 and 21 show gaps for high school reading and mathematics. For reading, the gaps
ranged from 1 percentage point to 61 percentage points; for mathematics the range is from 5
percentage points to 53 percentage points.
Figure 20. Percent Proficient for High School Reading*
100
Figure 20. Percent Proficient for High School Reading* 90
100
90
80
70
60
50
40
30
20
10
0
80
70
62 63
60
48 52
52 54 54
4845 47
43 45 4347
50
38
40
41 38
54 54
59
67 67
56 56 57
62 63 65
56 56 57
67 67
70 70 70
70 70 70
37
29
18
12
13
15
26
19
18
26
29
28
15
19
13
15
37
28
26
2128
21
42
39
28
30
34
34
46
42
33
28
21
33
32
35
38
32
35
93 94 94 96 96 97
70
62
55
46
45
38
30
68
70 68
61
62
38
96 96 97
66
56
51 51
39
30
89 90 91
93 94 94
67
67
40 21 29 22
21
19 18
18
1730
15
14
22
13 21
12
11 21
19
14
81 82 83
51 51
26 28
11
78
87 87 88 88
84 84 84 85 86 86 87
56
41
17
76
73 74 75
78
59
29
20
65
75 76
73 74
90 91
88 88 89
86 86 87 87 87
85
83 84 84 84
81 82
55
48
45
54
66
6154
48
38
30
21
13
10
A OO A A OOO A O A OO A A OO A A A O A O A A OOO A OO A OOOO A A OO A OOOOOOOO
0
A O O A A O O O A O A O O A A O O A A A O A O A A O O O A O O A O O O O A A O O A O O O O O O O O
Legend: Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=18 states) O=Students without IEPs (n=31 states) * Note: N=49 of 61 states [includes unique states]; No data=12 states NCEO
17
Figure 21. Percent Proficient for High School Mathematics*
100
Figure 21. Percent Proficient for High School Mathematics* 90
80
75 76 76
100
90
70
80
60
56 56 56
70
50
50
30 31
40
30
33
36 36 37 37
30
22 30
20
10
0
10
5
62 62
60 61
52
60
40
58 58
31 33
39 40
43
36 36 37 37
45
48 49
40
48 49
43 45 40
40
40
39
40
56 56 56 58 58
64
60 61 62 62
28
21 23
19
14
68 69 69
66
18
9
14
13
19
1921
19
71
68 69 69
75 76 76
13
9
13
9
30
28
19
19
25
2722 23
25
13
82
84 84
78
84 84
64
80 80 80 82
55
46
27
191919
80 80 80
91 91
89 90
87 88
71
19
22 23
30
46
55
33
35
28
88 89 90
46
45
40
33
91 91
53
45
44 46
46
28
86 87
64
44
35
23
20
22
20
18
16
16
15
141514
1414
14
14
20
10
8
8 9
8
4
4 6 85 2 6
10 5
5
4
4
52
64
66
78
86
38
45
39
40 38
45
53
46
39
2
0
O OO O
A O
A A O OA AA AO OO OA OA OO OO O
A O
O O
O A
O O
O O
O O
O O
O OA OO OO AA OO OA AAOAA OA AA AO OA AA AO AA OA O
A O
O A
A O
A A
O A
O O
O OO OO OO OO O
Legend: Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=18 states) O=Students without IEPs (n=31 states) * Note: N=49 of 61 states [includes unique states]; No data=12 states Average Gap Summaries for Students With and Without IEPs by Content Area and
School Level
Table 1 summarizes the average achievement gaps between students with IEPs and the comparison peer group. The comparison peer group may or may not include students with IEPs
depending on the reporting practices of each state. The table presents gaps by content and school
levels across select years. A limitation of this analysis is that the number of states with data
fluctuates from year to year and there are differences in how states report percent proficient for
students with IEPs. For example, in some cases, states reported AA-MAS performance merged
with general assessment performance.
Table 1 shows the mean gaps for every other year from 2006-2007 through 2012-13. The average
gap is presented with the number of states with data for each year. The gap sizes changed only
slightly across grades and content areas in these data. For example, for elementary reading, the
mean gap was 31 in 2006-07 and 2008-09, 34 in 2010-11, and 35 in 2012-13.
18
43 NCEO
O
Table 1. Gaps Between Students with IEPs and Comparison Peer Group on General
Assessments: Biannually from 2006-07 to 2012-13
Mean Gaps for All States with Data1
2006-07
Grade
Ranges
2008-09
2010-11
2012-13
Gap
Number
of states
Gap
Number
of states
Gap
Number
of states
Gap
Number
of States
Elementary
Reading
31
47
31
45
34
45
35 (34)
45 (48)
Middle School
Reading
40
47
40
46
41
45
41 (41)
45 (48)
High School
Reading
40
46
40
44
40
45
39 (38)
46 (49)
Elementary
Math
29
47
28
46
30
45
32 (32)
45 (48)
Middle School
Math
40
47
38
46
40
42
40 (39)
45 (48)
High School
Math
38
44
37
44
40
43
37 (36)
46 (49)
Data in parentheses include the unique states. Data including the unique states were available only for 201213. Prior analyses did not include the unique states.
1
Ease of Finding Publicly Reported Data
Publicly reported data for students with disabilities is easier to find on some state websites than
on others. An analysis was conducted of the number of mouse clicks it took to arrive at public
reports for the general assessment and the AA-AAS on state department of education websites.
This analysis is similar to analyses in previous reports. The number of mouse clicks for each
state did not take into account any potential short cuts through search engines that may have
provided a link to parts of a state’s education website. As in previous analyses, we did not count
the additional clicks needed to choose specific demographic or assessment characteristics on
sites that allowed users to generate customized reports. For those sites, we only counted the
number of clicks needed to arrive at the generator site and a final “submit” click.
This analysis was referred to as a “click” analysis in some previous reports. Click data for general assessments are presented in Figure 22, and data for AA-AAS are presented in Figure 23.
Compared to the most recent year for this analysis (2011-2012), the number of regular states
that required 7 clicks decreased from one to none for 2012-13, states with 5-6 clicks (N=15)
increased by two, the number of states with 3-4 clicks increased from 30 to 34, and the number
of states with 1-2 clicks decreased by four states. For the AA-AAS, there was no clear pattern
of increasing or decreasing clicks in 2012-13, with the same number of states at 7 clicks (N=1),
one less state in 5-6 clicks (N=16), and four more states in 3-4 clicks (N=30). The number of
states requiring 1-2 clicks decreased by two states (N=1) from the previous year. See Figures
22 and 23.
NCEO
19
Figure 22. Number of Regular States in Each “Click” Category for Regular States Reporting
General Assessments (N=50 of 50 States) for 2012-13
Figure 22. Number of Regular States in Each “Click” Category for Regular States Reporting General
Assessments (N=50 of 50 States) for 2012-13
1
15
1‐2 clicks (N=1)
3‐4 clicks (N=34)
5‐6 clicks (N=15)
34
Figure 23. Number of States in Each Click Category for Regular States Reporting AA-AAS
Figure
23.ofNumber
of States
in Each Click Category for Regular States Reporting AA-AAS (Total N=48
(Total
N=48
50 States)
for 2012-13
of 50 States) for 2012-13
1
1
16
1‐2 clicks (N=1)
3‐4 clicks (N30)
5‐6 clicks (N=16)
7 clicks (N=1)
30
Accommodations
Data on
Students with Disabilities
Figure 24 presents the number of regular and unique states that reported data of students with
disabilities using accommodations on a general state assessment, by whether the state reported
participation, performance, or both. Thirty-two states had at least some accommodated data reported, with 17 states reporting participation and performance, 13 states reporting participation
only, and 2 states reporting performance only. See Appendix B-17 for specific state information
used in Figure 24.
NCEO
20
46 Figure 24. Number of Regular and Unique States Reporting Data for Students with Disabilities Using Figure
24. Number of Regular and Unique States Reporting Data for Students with Disabilities
Accommodations Using Accommodations
17
Reported Participation and Performance
29
Reported Participation Only
Reported Performance Only
No Data Found Reported Publicly
13
2
Summary and Conclusions
Extent of Public Reporting for Students with Disabilities
Forty-eight regular states, and four unique states, reported participation and performance for
all general assessments and alternate assessments based on alternate achievement standards
(AA-AAS) used for Title I accountability purposes. Fifty-two of the 61 states reported both
participation and performance for all general assessments; 52 reported similar data for the
AA-AAS. Of the 16 states with general assessments not used for Title I, only 6 states reported
participation and performance and 2 additional states reported participation or performance for
some general assessments. This is a decrease from the previous report, where 9 states reported
participation and performance for all general assessments not used for Title I (22 states).
Extent of Public Reporting for ELLs with Disabilities
The number of states that reported both participation and performance for ELLs with disabilities
stayed the same number as in the previous report (N=7). In addition, 3 states reported these data
for some regular assessments, and two other states for either participation or performance. For
AA-AAS, more states (N=21) reported participation and performance. This number stayed the
same as in the previous two years. It might be expected that more states would have reported
disaggregated data for this assessment, given the requirements of ESEA to report by subgroup
for each state assessment.
NCEO
49 21
How Data Are Reported
Among the regular states, the most common approaches for communicating participation and
performance on general assessments and AA-AAS remained the same in 2008-09, and 2010-11
through 2012-13. For participation in 2012-13, the most common way to report for regular and
unique states was in terms of the number assessed (42 states for the general assessment) and
percent participating (38 states). For performance, the most common way for regular and unique
states was reporting the percent of students in each achievement level (46 states for general
assessments) followed by percent proficient (42 states for general assessments). Because states
used different methods to report (e.g., merging assessments, grades, or both), the numerators
and denominators used to report participation and performance data varied significantly across
states. Adding to the complexity is the fact that some states report public data using multiple
methods across participation and performance, thus increasing the difficulty of making interpretations about participation and performance.
As in previous reports, this report presented participation rates for middle school mathematics
as an example of how states report participation rates for students with disabilities. Ten states
reported participation rates by grade in a way that would be comparable to include in a graph.
Additional states provide numbers that would possibly allow for rates to be calculated. However,
in recent years participation data have become less transparent, in part because states that had
alternates based on modified achievement standards (AA-MAS) sometimes opted to merge those
data with the general assessment data in public reporting for participation and performance.
Most states with an AA-MAS did not report participation rates for the AA-MAS separately,
though a few did. Another reason that rates may be less straightforward is that states vary in
the denominators used to calculate rates.
Achievement Gaps
The achievement gaps between students with and without IEPs in reading and mathematics
continue. This report presented average achievement gaps for elementary, middle school, and
high school levels. As in past reports, there were smaller overall gaps in elementary reading and
mathematics than at the middle school and high school levels. At the middle school and high
school levels, for reading and mathematics, the average gaps across states spanned from 36
percentage points to 41 percentage points for 2012-13. Because states vary in the methods they
use to publicly report data, this influences the achievement gaps reported. As would be expected,
those states with “all students” as the comparison group tended to show smaller gaps compared
to states using students without IEPs” as the comparison group. Other factors that influence the
size of achievement gaps include whether a state has an AA-MAS, the percentage of students
taking an AA-MAS in lieu of the general assessment, and how these data are reported.
22
NCEO
Ease of Finding Data on State Websites
State websites vary in the ease of use in finding data about the participation and performance of
students with disabilities. This report showed mixed changes in the number of clicks required to
find data for students with disabilities on the general assessment. The highest 7 click category
lost one state, and the lowest click category lost four states. The middle click categories of 3-4
and 5-6 clicks, also increased by six states, but with a couple more additions in the lower of
the two click categories. For the alternate assessment, there was no clear pattern, with a decrease of one state in a higher 5-6 click category and a loss of two states in the lower 1-2 click
category, and a gain of 4 states in the 3-4 click category. As in previous years, the majority of
states required only 3 to 4 clicks to locate assessment data both for the general assessment (34
states) and AA-AAS (30 states).
Recommendations for Reporting
As many states transition to new assessments based on College- and Career-Ready Standards,
there may be changes in how participation and performance data for students with disabilities
and ELLs with disabilities are reported. In the intervening time, it is important that states continue to publicly report data for students with disabilities with the same frequency and detail as
for other students. As in the previous report (Albus, Lazarus, & Thurlow, 2014), the following
recommendations are offered to states for public reporting of disaggregated data for students
with disabilities:
1. Report participation and performance results for each assessment, content area, and grade
level.
2. Clearly label preliminary and final data with dates posted.
3. Report participation with accommodations.
4. Report participation percentages, disaggregated by grade.
5. Make data accessible by attending carefully to the usability of formats, ease of finding information, and clarity of language.
6. Provide reports in a format that are user-friendly for the general public rather than relying
on technical reports to be the sole type of public reporting for student data.
NCEO
23
References
Albus, D., Lazarus, S. S., & Thurlow, M. L. (2014). 2011-12 Publicly reported assessment results
for students with disabilities and ELLs with disabilities (Technical Report 69). Minneapolis,
MN: University of Minnesota, National Center on Educational Outcomes.
Albus, D., & Thurlow, M. (2013). 2010-11 publicly reported assessment results for students with
disabilities and ELLs with disabilities (Technical Report 68). Minneapolis, MN: University of
Minnesota, National Center on Educational Outcomes.
Albus, D., & Thurlow, M. (2013). 2010-11 publicly reported assessment results for students with
disabilities and ELLs with disabilities (Technical Report 68). Minneapolis, MN: University of
Minnesota, National Center on Educational Outcomes.
Albus, D., Thurlow, M., & Bremer, C. (2009). Achieving transparency in the public reporting
of 2006-2007 assessment results (Technical Report 53). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Klein, J. A., Wiley, H. I., & Thurlow, M. L. (2006). Uneven transparency: NCLB tests take
precedence in public assessment reporting for students with disabilities (Technical Report 43).
Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M., Bremer, C., & Albus, D. (2008). Good news bad news in disaggregated subgroup
reporting to the public on 2005-2006 assessment results (Technical Report 52). Minneapolis,
MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M. L., Bremer, C., & Albus, D. (2011). 2008-09 publicly reported assessment results
for students with disabilities and ELLs with disabilities (Technical Report 59). Minneapolis,
MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M. L., & Wiley, H. I. (2004). Almost there in public reporting of assessment results
for students with disabilities (Technical Report 39). Minneapolis, MN: University of Minnesota,
National Center on Educational Outcomes.
Thurlow, M. L., Wiley, H. I., & Bielinski, J. (2003). Going public: What 2000-2001 reports tell
us about the performance of students with disabilities (Technical Report 35). Minneapolis, MN:
University of Minnesota, National Center on Educational Outcomes.
VanGetson, G. R., & Thurlow, M. L. (2007). Nearing the target in disaggregated subgroup
reporting to the public on 2004-2005 assessment results (Technical Report 46). Minneapolis,
MN: University of Minnesota, National Center on Educational Outcomes.
24
NCEO
US Department of Education (2013). ESEA flexibility: Frequently asked questions addendum.
Washington, DC: author.
Wiley, H. I., Thurlow, M. L., & Klein, J. A. (2005). Steady progress: State public reporting practices for students with disabilities after the first year of NCLB (2002-2003) (Technical Report
40). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
NCEO
25
26
NCEO
Appendix A
Material Used for the Verification Process
1. Example letter to Assessment Director and Special Education Director.
Re: NCEO verification request for public reporting
[Name],
The National Center on Educational Outcomes is examining states’ public reports for the
2012-2013 school year assessment results. Our goal is to:
(a) identify all components of each state’s testing system;
(b) determine whether each state reports disaggregated test results for students with
disabilities and English language learners (ELLs) with disabilities; and
(c) describe the way participation and performance information is presented. As in previous years, we are looking at assessment department reports and the equivalent of
report cards used for ESEA.
We have reviewed your Web site for this information and have enclosed tables summarizing
that review. Please verify all included information. Specifically, please return the tables
that we have attached, noting your changes to them. Also, if there is additional publicly
reported information available for your state, please provide us with the public document and/or website that contains the information. Address your responses to Deb Albus
via email albus001@umn.edu.
If you have any questions about our request, please email Deb Albus or call at (612) 6260323. Please respond by August 1, 2014.
Thank you for taking the time to provide this information.
Martha Thurlow, Director NCEO
Deb Albus, Research Fellow, NCEO
NCEO
27
2. 2012-2013 Example Verification Tables Sent to a State
Disaggregated Data for Students with Disabilities on Regular Assessment
Table 1. Disaggregated Data for the Regular Assessment
Regular Assessment
State
Alabama
Subject Areas
Grade
Disaggregated Data
Special Education
ELLs with Disabilities
Participation
Performance
Participation
Performance
Inside
ESEA
(Y/N)
AL Reading and 3-8
Mathematics Test
(ARMT+)
Reading, Math
Yes
Yes
No
No
Yes
AL Science Assessment (ASA)
5,7
Science
Yes
Yes
No
No
Yes
AL High School
Graduation
Exam (AHSGE)
11, 12
Biology, Language, Math,
Reading, Social
Sciences
Yes
Yes
No
No
Yes
How States Reported Participation Data for Students with Disabilities for Regular
Assessments (In ESEA)
Table 2. Ways States Disaggregated Participation Rate
Participation Rate Reported
States
By Grade
and by Test
Merged
Grades; By
Test
By Grade;
Merged
Tests
Merged
Grades and
Tests
Alabama
Yes
No
No
No
Number of Denominator for
Approaches the Participation
Used
Rate
1
No
Table 3. How Participation was Reported
State
Participation Data Reported On Regular Assessments
Alabama
1
Number
Enrolled/
Eligible to
be Tested
Number of
Students
Tested
No
Yes
Number
Percent
Number
Number Percent of
Percent of
of StuParticiof Stuof StuStudents
Students
dents Not pa-ting in
dents with dents with with No
not Tested
Tested
Test
Scores
No scores
Scores
Yes
Yes1
No
Yes
Yes
No
The state reports percent tested and percent of tested students the group represents
28
NCEO
How States Reported Performance Data for Students with Disabilities for Regular
Assessments (In ESEA)
Table 4. Ways States Disaggregated Performance Data
Reporting
Some Data by
Grade and Test
States
Alabama
Grades Merged
Merged Tests
for One or More for One or More
Tests
Grades
Yes
No
No
Merged
Grades and
Test
Number of Approaches Used
No
1
Table 5. How Performance was Reported
Performance Data Reported for Regular Assessments
State
Percent
Proficient
Percent
Proficient
Derived
Percent
Not Proficient
Number
Proficient
Number
Not Proficient
No
Yes
No
No
No
Alabama
Number by
Percent by
Percentile
Achievement Achievement
Rank
Level
Level
Yes (by accom status
only)
Yes
NA
Participation and Performance Data for Students with Disabilities, Alternate
Assessment on Alternate Achievement Standards
Table 6. Disaggregated Data for the AA-AAS
State
AA-AAS
Subject Areas
Grade
Disaggregated Data
Special Education
Alabama
AL Alternate Assessment (AAA)
3-8, 11
5,7,11
Reading, Math
Science
Inside
ESEA
(Y/N)
ELLs with Disabilities
Participation
Performance
Participation
Performance
Yes
Yes
Yes
Yes
Yes
How States Reported Participation and Performance Data for Students with
Disabilities on AA-AAS (In ESEA)
Table 7. How Participation was Reported
State
Alabama
1
Participation Data Reported On AA-AAS
Number
Enrolled/
Eligible to
be Tested
Number of
Students
Tested
No
Yes
Number
Percent
Number
Number Percent of
Percent of
of StuParticiof Stuof StuStudents
Students
dents Not pa-ting in
dents with dents with with No
not Tested
Tested
Test
Scores
No scores
Scores
No
Yes1
No
Yes
No
No
The state reports percent tested and percent of tested students the group represents
NCEO
29
Table 8. How Performance was Reported
Performance Data Reported for AA-AAS
State
Alabama
Percent
Proficient
Percent
Proficient
Derived
Percent
Not Proficient
Number
Proficient
Number
Not Proficient
No
Yes
No
No
No
Number by
Percent by
Achievement Achievement
Level
Level
Yes
Yes
Participation and Performance Data for Students with Disabilities, English Language Proficiency Assessment (ELPA)
Table 9. Disaggregated Data for the English Language Proficiency Assessment
State
Alabama
ELPA Name
ACCESS for
ELLs
Grade
K-12
Disaggregated Data for ELLs
with Disabilities
Participation
Performance
No
No
Accommodations Data
Table 10. Number of States Reporting Participation and Performance by Accommodated Condition for
Any Student Population
Accommodation Data Reported
State
Alabama
30
Test
States with Participation Only
States with Performance Only
Both Participation and
Performance
Regular Assessment,
with and without accommodations and
Alternate Assessment
without accommodations
No
No
Yes
NCEO
NCEO
31
Arkansas
Arizona
Alaska
Alabama
3-10
Standards Based Assessments
3-8, EoC
HS
Arizona’s Instrument to Measure Standards (AIMS HS)
Augmented Benchmark Exams (ABE)
3-8
Arizona’s Instrument to Measure Standards (AIMS)
10-12
11, 12
Alabama High School Graduation Exam
(AHSGE)
High School Graduation Qualification
Exam
5,7
Alabama Science Assessment (ASA)
Grade
3-8
Test
Alabama Reading and Mathematics Test
(ARMT+)
Regular States
State
Reading, Math, Science (7),
Algebra I, Biology, Geometry, Literacy
Reading, Writing, Math,
Science
Reading(3-8),Math(38),Science (4,8), Writing(5-6)
Reading, Writing, Mathematics
Reading, Writing, Mathematics, (3-10), Science (4,8,10)
Biology, Language, Math,
Reading, Social Sciences
Science
Reading, Math
Subject Areas
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
Table B-1. Participation and Performance Data for Students with Disabilities, General Assessment Used for Title I Accountability, 2012-2013
Data Tables
Appendix B
32
NCEO
Transitional Colorado Assessment Program (TCAP)
Standards Based Tests in Spanish
(STS)
California Standards Test Scores (CST)
Test
Delaware
Subject Areas
10
3-10
Delaware Comprehensive Assessment
System (DCAS)
3-8
3-10
2-11
Reading, Math (3-10), Science (5,8,10), Social Studies (4,7)
Reading, Math, Writing,
Science
Reading, Math, Writing (38), Science (5,8)
Reading, Math, Writing (310), Sci-ence (5,8,10),Escritura, Lectura (3-4)
English Language Arts
(2-11), Math (2-7), Algebra
I (7-11, EoC), Geometry (811, EoC)
2-11, EoC English Language Arts
(2-11), Math (2-7), General
Math (8-9), Algebra I (7-11),
Integrated Math (8-11), Geometry (8-11), Integ. Math
2 (8-11), Social Science
(8), World History (9-11),
US History (11), Science
(5,8,10), Biology (9-11),
Chemistry (9-11), Int. Science 2-4 (9-11)
Grade
Connecticut Academic Performance Test
Connecticut Connecticut Mastery Test (CMT)
Colorado
California
State
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
NCEO
33
Iowa
EoC
3-8,11
5,8,11
End of Course Assessments (ECAs)
Iowa Assessment
Iowa Assessment Science
11
Prairie State Achievement Examination
(PSAE)
3-8
3-8
Illinois Standards Achievement Test
(ISAT)
Illinois
Indiana State-wide Testing for Education
Progress- Plus (ISTEP+)
3-8, 10
General Assessment
Idaho
Indiana
3-8, 10
Hawaii State Assessment Program
EoC
End of Course Test
Hawaii
1-8
Criterion-Referenced Competency Test
EoC
End of Course Assessment
Georgia
3-10
Florida Comprehensive Assessment Test
(FCAT)/ FCAT 2.0
Florida
Grade
Test
State
Science
Reading, Math
English, Algebra I, Biology I
English/Language Arts,
Math, Science (4,6), Social
Studies (5,7)
Reading, Math, Science
Reading, Math, Science (4,
7)
Reading, Math, Science
Reading, Math, Science
Math I & II, GPS Algebra,
GPS Geometry, United
States History, Economics/
Business/Free Enterprise,
Biology, Physical Science,
Ninth Grade Literature and
Composition
Reading, English/ Language
Arts, Math, Science (3-8),
Social Studies (3-8)
Algebra I, Geometry, Biology I
Reading, Math, Science
(5,8)
Subject Areas
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Part.
and
Perf. All
Tests
Yes
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
34
NCEO
Louisiana
4,8
3,5-7
10,11
EoC
Integrated Louisiana Educational Assessment Program (iLEAP)
Graduation Exit Examination
End of Course tests
3-8
Stanford Achievement Test 10 (part of
K-PREP)
Louisiana Educational Assessment Program (LEAP)
EoC
End of Course
English II, English III, Algebra I, Geometry, Biology, US
History
English/Language arts,
Math, Science, Social Studies
English/Language Arts,
Math, Science, Social Studies
English/Language Arts,
Math, Science, Social Studies
Reading, Math (3-8) Science (4,7), Social Studies
(5,8), Language Mechanics
(4,6)
English II, Algebra II, Biology, US History
Kentucky Performance Rating for Educa- 3-8, 10,11 Reading, Math, Science
tional Progress (K-PREP)
(4,7), Social Studies (5,8),
Writing (5,6,8, 10, 11), Language Mechanics (4,6,10)
Reading, Math, Science
(4,7,11)
Subject Areas
Kentucky
3-8,11
Grade
General Assessment
Test
Kansas
State
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Performance
Yes
Yes
Part.
and
Perf. All
Tests
Yes
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
NCEO
35
Minnesota
Michigan
Massachusetts
Maryland
Maine
State
11
3-8, HS
Minnesota Comprehensive Assessment
(MCA) –III
11
Michigan Merit Examination (MME)
Minnesota Comprehensive Assessment
(MCA)-II
3-9
HS
Michigan Education Assessment Program (MEAP)
Biology High School Test
EoC
High School Assessments (HSA)
5, 8-10
3-8
Maryland School Assessment (MSA)
STE MCAS Tests
11, 3rd
year HS
Maine High School Assessment
3-8, 10
5,8
Maine Educational Assessment (MEA)
Science
Massachusetts Comprehensive Assessment System (MCAS)
3-8
Grade
New England Comprehensive Assessment Program (NECAP)
Test
Reading (3-8, 10), Math (38), Science (5,8, HS)
Math
Reading, Math, Writing, Science, Social Studies
Reading, Math, (3-8), Writing (4,7 )
Science (5,8 ), Social Studies (6,9)
Biology
Science (Biology, Chemistry,
Intro Physics, and Technology/ Engineering
English/Language Arts,
Math,
Algebra/Data analysis, English, Biology, Government
Math, Reading, Science
(5,8)
Reading, Writing, Math,
Science
Science
Reading, Math, Writing (5,8)
Subject Areas
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
36
NCEO
3-8, 11
3-8
HS
Nebraska State Accountability (NeSA)
Criterion Referenced Test (CRT)
High School Proficiency Exam
Nebraska
Nevada
3-8, 11
3-8, 10
Criterion Reference Test (CRT)
Montana
New Hamp- New England Comprehensive Assessshire
ment Program (NECAP)
EoC
EoC
High school Subject Area Tests
Online End of Course Assessments
5,8
Science Tests
3-8
3-8
9-11
Grade
Mississippi Curriculum Test
Grad
Test
Missouri Assessment Program (MAP)
Missouri
Mississippi
State
Reading, Math, Writing
(5,8,11), Science (4,8,11)
Reading, Math, Science,
Writing
Reading, Math, Science
(5,8)
Reading, Math, Science
(5,8,11), Writing (4, 8,11)
Reading, Math, Science
(4,8, 10)
Phase 1 English II, Algebra
I, Biology, Phase 2, English I, Algebra II, Geometry,
American History, Government
Communication Arts, Math,
Science (5,8)
Algebra I, Biology I, English
II, US History
Science
Language Arts, Math
Reading (not 10), Math (11),
Writing (9)
Subject Areas
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
NCEO
37
Test
3-8,10-11
3-8
EoC
EoC
Standards Based Assessment (SBA)
New York State Testing Program
(NYSTP)
Regents Exams
Regents Competency Tests
New
Mexico
New York
End of Course Multiple Choice
EOC
3-8
First time
11th graders
North Caro- End of Grade Multiple Choice Test
lina
EoC
High School Proficiency Assessment
(HSPA)
3-8, 11
Grade
New Jersey Biology Competency Test
New Jersey New Jersey Assessment of Skills and
Knowledge (NJASK)
State
Math I, Biology, English II,
Reading, Math, Science
(5,8)
Math, Science, Reading,
Writing, Global Studies, US
History and Government
Comprehensive English,
US History &Gov’t, Global
History & Geography, Alg2/
Trig, Geometry, Integ Alg,
Living Envt, Physical etting/
Physics, Physical Setting/
Chemistry, Physical setting/
Earth Science
English Language Arts,
Math, Science (4,8)
Reading, Math, Writing
(3,5,8), Social Studies and
Science (11)
Math, Language Arts Literacy,
Biology
Language Arts Literacy,
Math, Science (4, 8)
Subject Areas
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
38
NCEO
New England Education Assessment
Program (NECAP)
3-8,11
11
Keystone Exam
Rhode
Island
3-8, 11
Pennsylvania System of School Assessment (PSSA)
Pennsylvania
3-8,11
Oregon Assessment of Knowledge and
Skills (OAKS) Online
EoI
End of Instruction
Oregon
3-8
Oklahoma Core Curriculum Tests
(OCCT)
HS
Ohio Graduation Tests (OGT)
Oklahoma
3-8
Ohio Achievement Assessments (OAA)
Ohio
3-8, 11
Grade
General Assessment
Test
North
Dakota
State
Reading, Math, Writing
(5,8,11), Science(4,8,11)
Algebra, Biology and Literature
Reading, Math, Science
(4,8,11)
Reading, Math, Science
(5,8,11), Writing (11)
ACE Algebra I, ACE Algebra
II, ACE Geometry, ACE English II, III (Writing included),
ACE Biology I, ACE US
History
Math, Reading, Geography
(7), US History (8), Science
(5,8), Social Studies (5)
Reading, Math, Science,
Social Studies, Writing
Math, Reading, Science
(5,8),
Reading/Language Arts,
Math, Science (4,8,11)
Subject Areas
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
NCEO
39
Test
Grade
Algebra I, Algebra II, English
I, English II, English III, US
History, Biology
EoC
Reading, Writing, Math, Science, Social Studies
EoC
End of Course
Math, Reading/ Language,
Social Studies, Science
STAAR EoC
3-8
Criterion Referenced Academic Achievement
Tennessee
Reading, Math, Science (5,
8,11)
Math, Reading, Writing
(4,7), Science (5,8) Social
Studies (8)
3-8,11
South Dakota State Test of Educational
Progress (DSTEP)
South
Dakota
English Language Arts,
Math
Algebra/Math for Technologies 2, Biology/ Applied Biology 2, English 1, US History
and the Constitution
English Language Arts,
Math, Science, Social Studies, Writing (5, 8)
Subject Areas
State of Texas Assessments of Academic 3-8
Readiness (STAAR) Includes Spanish
versions
2nd year
HS
High School Assessment Program Test
Texas
EoC
End of Course Examination
South Caro- Palmetto Assessment of State Standards 3-8
lina
State
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
40
NCEO
End of Course
High School Proficiency Exam (HSPE)
EoC
10
3-8
EoC
End of Course Test
Washington Measurements of Student Progress
(MSP)
3-8
Standards of Learning (SOL)
Virginia
3-8, 11
5,8
Direct Writing Assessment (DWA)
New England Comprehensive Assessment Program (NECAP)
3-11
Grade
Criterion Reference Test (CRT)
Test
Vermont
Utah
State
Algebra 1/Integrated Math 1,
Geo-metry/ Integrated Math
2, Biology
Reading, Writing
Reading, Math, Writing
(4,7), Science (5,8)
Reading, Writing, Algebra
I, II, Geometry, Biology,
Chemistry, Earth Science,
Virginia and US History,
World History I, II, World
Geography, US History to
1865, US History from 1865
to present, Civics and Economics, Virginia Studies
Reading, Math, Science
(3,5,8), History/Social Studies (3,5,8), Writing (5,8)
Math, Reading, Science
(4,8,11), Writing (5,8,11)
Writing (reported merged
with other tests)
Language Arts, Math (3-8),
Pre-Algebra, Algebra 1, 11,
Geometry, Science (4-8),
Earth System Science, Biology, Chemistry, Physics
Subject Areas
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
NCEO
41
Stanford Achievement Test 10
Individual state administered assessments
American
Samoa
Bureau of
Indian Education
Unique States
Proficiency Assessments for Wyoming
Students (PAWS)
Wyoming
All
Elem to
HS
3-8, 11
3-8, 10
Wisconsin Knowledge and Concepts
Exams (WKCE)
NOTE: data not comparable to years
before 2011-12
Wisconsin
Grade
West Virginia Educational Standards Test 3-11
2
Test
West
Virginia
State
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Performance
Language Arts
Reading, Math, Science
Language Arts, Science,
Math Problem Solving, History, Social Science
Yes
No
Yes
No
Total Regular States (N=50)
Reading, Math, Science
(4,8, 11)
Reading, Math, Language
Arts (4,8,10), Science
(4,8,10), Social Studies
(4,8,10)
Math (3-11), Reading/ Language Arts (3-11) Science,
Social Studies (3-6), World
Geography (7), West Virginia Studies (8), Algebra I (9),
Physical Science (9), World
Studies to 1900 (9), Geometry (10), Biology, (10),
US Studies to 1900 (10),
Chemistry (11), 20th and 21st
Centuries Studies (11)
Subject Areas
Yes
48
Yes
Yes
Yes
Part.
and
Perf. All
Tests
2
Part.
and
Perf.
Some
Tests
X
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
42
NCEO
Stanford Achievement Test, 10
1-11
4,6,8, 10
National Minimum Competency Standard-Based Test (NMCT)
Stanford Achievement Test, 10
Federated
States of
Micronesia
Guam
2-10, HS
District of Columbia Comprehensive Assessment System Result
District of
Columbia
EoC
End of Course
3-8
3-8
Grade
Standards Based Assessment
Test
U.S.Depart- Terra Nova
ment of
Defense
Education
Activity
Commonwealth of
Northern
Mariana
Islands
State
Reading, Language Arts,
Math
Reading, Math
(Reported by Island)
Reading, Language Arts,
Math
Reading, Math (2-10),
Science/ Biology (5,8,HS)
Composition (4,7,10)
Reading, Math
World Lit I & II, American Lit
& British Lit, Algebra I & II,
Geometry, Environmental
Science, Biology, Chemistry,
NMI History & US Government & Economics
Reading, Math, Science,
Writing (5,7,11), Social
Studies (3,6,8), Chamorro & Carolinian Language
Heritage Studies (CCLHS at
4,6,8)
Subject Areas
No
No
Yes
No
No
No
Participation
No
No
Yes
No
No
No
Performance
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
X
X
X
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
NCEO
43
No data reports found
Palau
No data reports found
General Assessment
Republic
of Marshall
Islands
U.S. Virgin
Islands
Puerto Rico Puerto Rican Academic Achievement
Test
Test
State
3-8, 11
3-8, 11
Grade
4
85%
Percent
Yes
Yes
52
Yes
Yes
Performance
Total Unique States (N=11)
Yes
Yes
Participation
Total Regular and Unique States (N=61)
Reading, Math, Science (5,
8, 11)
Spanish, English, Math, Science (4,8,11)
Subject Areas
Part.
and
Perf. All
Tests
3%
2
0
Part.
and
Perf.
Some
Tests
0
0%
0
12%
7
7
X
X
No
Partici- Publicly
pation Reported
Only for
Data
All Tests Found
Reporting Summary By State
Disaggregated Special Education Data on General
Assessments Used for Title I
44
NCEO
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
Writing Assessments
Georgia High School Graduation Test
California
Colorado
Connecticut
Delaware
Florida
Georgia
End of Course
11 &
retest
Iowa Test
Arkansas
Hawaii
3,5,8,11
Stanford Achievement Test,
10
Arizona
EoC
1-9
2, 9
Terra Nova
Alaska
5,7
Grade
All Assessments Used for
Title I
Test
Alabama
Regular States
State
Algebra I, Algebra II, Biology
I, Expository Writing I and/or
U.S. History
Writing, English Language
Arts, Math, Science, Social
Studies
Writing
Math, Reading, Language,
Science (5,7)
Reading, Language Arts, Math
Reading, Lang. Arts, Math,
Science, Social Studies, Spelling
Subject Areas
No
Yes
Yes
-
-
-
-
-
No
No
Yes
-
Participation
No
Yes
Yes
-
-
-
-
-
No
No
Yes
-
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Not applicable/All
Part.
Tests
and
Use for Perf. All
Title I
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
X
X
X
No
Publicly
Reported
Data
Found
Reporting Summary By State
Disaggregated Special Education Data on General Assessments Not Used in Title I
Table B-2. Participation and Performance Data for Students with Disabilities, General Not Used for Title I Accountability, 2012-2013
NCEO
45
Indiana Course-Aligned Assessments
Preliminary Stanford Achieve- 10
ment Test (PSAT)
All Assessments Used for
Title I
Maryland
PLAN
Maine
Explore
Kentucky
All Assessments Used for
Title I
HS
All Assessments Used for
Title I
Kansas
Louisiana
8
All Assessments Used for
Title I
Iowa
Critical Reading, Math Problem Solving, Writing
Math, Reading
Math, Reading
English (9,11,12) Geometry,
Algebra II, PreCalculus, Physics, Earth and Space Science, Chemistry, Anatomy &
Physiology, Integrated Chem.
& Physics, US History, Govern-ment, Geography, World
Economics, World History
Indiana Reading Evaluation
3
and Determination (IREAD-3)
Indiana
EoC
Reading
All Assessments Used for
Title I
Reading
Subject Areas
Illinois
K-3
Grade
Idaho Reading Indicator
Test
Idaho
State
-
No
-
Yes
Yes
-
-
No
Yes
-
Yes
Participation
-
No
-
Yes
Yes
-
-
No
Yes
-
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Not applicable/All
Part.
Tests
and
Use for Perf. All
Title I
Tests
Yes
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
X
No
Publicly
Reported
Data
Found
Reporting Summary By State
Disaggregated Special Education Data on General Assessments Not Used in Title I
46
NCEO
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
Minnesota
Mississippi
Missouri
Montana
Not found Reading, Writing, Math
Stanford Achievement Test
All Assessments Used for
Title I
HS
Biology High School Test
Biology
Science (Biology, Chemistry,
Intro Physics, and Technology/
Engineering
10
STE MCAS Tests
English/Language Arts, Math
Subject Areas
10
Grade
Massachusetts Comprehensive Assessment System
(MCAS)
Test
Michigan
Massachusetts
State
-
-
-
-
-
No
No
Yes
Yes
Participation
-
-
-
-
-
No
No
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Not applicable/All
Part.
Tests
and
Use for Perf. All
Title I
Tests
Yes
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
No
Publicly
Reported
Data
Found
Reporting Summary By State
Disaggregated Special Education Data on General Assessments Not Used in Title I
NCEO
47
4, 8
3-11
4-9,11
8
HS
Metropolitan Achievement
Test
Terra Nova
SAT
Explore
PLAN
Math, Reading
Math, Reading
Reading, Math
Reading, Math
Reading, Math
Reading, Math
Yes
Yes
Yes
Yes
Yes
Yes
Yes
New Jersey
All Assessments Used for
Title I
-
-
10-11
Iowa Test of Educational
Development (ITED)
Reading, Math
Yes
New Hampshire All Assessments Used for
Title I
3-11
Iowa Test of Basic Skills
(ITBS)
Reading, Math
Subject Areas
-
5,8
Grade
California Achievement Test
(CAT)
Test
All Assessments Used for
Title I
Nevada
Nebraska
State
Participation
-
-
-
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Not applicable/All
Part.
Tests
and
Use for Perf. All
Title I
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
No
Publicly
Reported
Data
Found
Reporting Summary By State
Disaggregated Special Education Data on General Assessments Not Used in Title I
48
NCEO
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
All Assessments Used for
Title I
All Assessments Used for
Title I
North Carolina
Rhode Island
All Assessments Used for
Title I
HS
Alternate Assessment High
School Graduation
Varies
English III, Writing , Algebra II,
Biology & Chem., US History
EoC/HS
End of Course Exams
Subject Areas
Reading, Math
Grade
Standards Based Assess10-11
ment High School Graduation
Assessment
Test
New York
New Mexico
State
-
-
-
-
-
-
-
-
No
No
No
Participation
-
-
-
-
-
-
-
-
No
No
No
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Not applicable/All
Part.
Tests
and
Use for Perf. All
Title I
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
X
No
Publicly
Reported
Data
Found
Reporting Summary By State
Disaggregated Special Education Data on General Assessments Not Used in Title I
NCEO
49
All Assessments Used for
Title I
All Assessments Used for
Title I
Writing
Texas Assessment of Knowledge and Skills (TAKS)
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
End of Course (partially)
All Assessments Used for
Title I
All Assessments Used for
Title I
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Test
South Carolina
State
EoC
10-11
3-11
Grade
Algebra 1/Integrated Math 1,
Geometry/Integrated Math 2,
Biology
English Language Arts, Math,
Science, Social studies
Writing
Subject Areas
-
-
Yes
-
-
-
Yes
No
-
-
Participation
-
-
Yes
-
-
-
Yes
No
-
-
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Not applicable/All
Part.
Tests
and
Use for Perf. All
Title I
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
X
No
Publicly
Reported
Data
Found
Reporting Summary By State
Disaggregated Special Education Data on General Assessments Not Used in Title I
50
NCEO
HS
3-8
Plan
Student Assessment of Writing Skills (SAWS)
All Assessments Used for
Title I
Bureau of Indian Education
No
No
No
No
No
No
No
No
Performance
All Assessments Used for
Title I
Federated
States of Micronesia
-
-
All Assessments Used for
Title I
District of Columbia
No
-
3,5,6,8,9, Language Arts, Science,
11
Mathematical Problem Solving, History, Social Science
-
-
-
-
-
No
-
-
Total Regular States (N=50)
Writing
(3-8 is for 2013 only, in 2014
for grades 3,5 and 7)
Writing
Math, Reading
Math, Reading
Subject Areas
U.S.Department All Assessments Used for
of Defense Edu- Title I
cation Activity
Commonwealth Stanford Achievement Test,
of Northern
10
Mariana Islands
All Assessments Used for
Title I
Student Assessments of Writ- 3-8,11
ing Skills –Alternate (SAWSALT)
9
Grade
Explore
Test
American
Samoa
Unique States
Wyoming
State
Participation
Yes
Yes
Yes
Yes
Yes
35
6
Not applicable/All
Part.
Tests
and
Use for Perf. All
Title I
Tests
2
Part.
and
Perf.
Some
Tests
0
Performance
Only
For All
Tests
X
7
X
No
Publicly
Reported
Data
Found
Reporting Summary By State
Disaggregated Special Education Data on General Assessments Not Used in Title I
NCEO
51
All Assessments Used for
Title I
45
74%
Total Regular and Unique States (N=61)
Percent
Yes
Yes
Yes
Yes
Yes
10
-
-
-
-
-
Performance
Total Unique States (N=11)
-
-
-
-
U.S. Virgin
Islands
All Assessments Used for
Title I
Puerto Rico
Subject Areas
-
No data reports found
Palau
Grade
Republic of
No data reports found
Marshall Islands
All Assessments Used for
Title I
Test
Guam
State
Participation
10%
6
0
Not applicable/All
Part.
Tests
and
Use for Perf. All
Title I
Tests
3%
2
0
Part.
and
Perf.
Some
Tests
0%
0
0
Performance
Only
For All
Tests
13%
8
1
No
Publicly
Reported
Data
Found
Reporting Summary By State
Disaggregated Special Education Data on General Assessments Not Used in Title I
52
NCEO
Alabama Alternate Assessment
(AAA)
Alaska Alternate Assessment
Arizona Instrument to Measure
Standards Alternate (AIMS-A)
Arkansas Alternate Portfolio
California Alternate Performance
Assessment (CAPA)
Colorado Alternate Assessment
(CoAlt)
Skills Checklist
Delaware Comprehensive Assessment System (DCAS-Alt)
Florida Alternate Assessment
(FAA)
Georgia Alternate Assessment
Alternate Assessment
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Test
Alabama
Regular States
State
3-8,10
3-8, 11
3-10
2-10
3-8
3-10
2-11
3-11
3-8
3-10
3-8, 11
Grade
Reading, Math, Science (4,8,10)
English/Language Arts, Math, Science,
Social Studies
Reading, Math, Science (5,8,11)
Reading, Math (2-10), Science (5,8,10),
Social Studies (4,7,9)
Access Skills, Math, Reading, Communication
Reading, Math, Writing (3-10), Science
(5,8,10)
ELA (2-11), Math (2-11), Science
(5,8,10), and these subjects in levels II
to V.
English Language Arts and Math
(3-8,11), Science (5,7), Algebra I and
Geometry (9), Biology (10)
Reading, Math, Science
Reading, Writing, Math (3-10) Science
(4,8,10)
Reading, Math (3-8,11), Science
(5,7,11)
Subject Areas
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Partic.
And Perf.
For All
Tests
No
Publicly
Reported
Data
Found
Summary by State
Data for Students with Disabilities for
AA-AAS Used for Title I
Table B-3. Participation and Performance Data for Students with Disabilities, Alternate Assessments Based on Alternate Achievement Standards
(AA-AAS) Used for Title I Accountability or Systems, 2012-2013
NCEO
53
Louisiana Alternate Assessment 1
Maine Personalized Alternate Assessment Portfolio (MEPAAP)
Alternate Maryland School Assessment (ALT-MSA)
Massachusetts Comprehensive
Assessment System Alternate
(MCAS-Alt)
Michigan Access (MI-Access)
Functional Independence
Louisiana
Maine
Maryland
Massachusetts
Michigan
Michigan Access (MI-Access)
Participation
English/Language arts, Math, Science
Reading (3-9), Math (3-8,10), Writing
(4,5,6, 8,10,11), Science (4,7,11), Social
Studies (5,8,12)
Reading, Math, Science (4,7, 11)
Science
Reading, Math
English/Language Arts, Math, Science
(4,6), Social Studies (5,7), Biology (10)
Reading, Math, Science (4,7,11)
Reading, Math, Science
Subject Areas
3-8
3-10
3-8,10
3-8
Reading, Math, Science (5,8)
Reading, Math, Science (5,8)
Accessing Print, Math, Expressing Ideas
(4,7), Science (5,8)
English/Language Arts, Math, Science
and Technology/ Engineering (5,8-10)
Math, Reading, Science (5,8,10)
2-8, 10 &
Reading, Math, Writing (4,7, HS), Sci3rd year HS ence (5,8, HS)
3-11
3-12
3-8, 11
Michigan Access (MI-Access) Sup- 3-8
ported Independence
Alternate Kentucky Performance
Rating for Educational Progress
(K-PREP)
Kentucky
Iowa Alternate Assessment (IAA)
Science
Kansas Alternate Assessment
(KAA)
5,8,11
Iowa Alternate Assessment (IAA)
Iowa
Kansas
3-8,11
Indiana Standards Tool for Alternate Reporting (ISTAR)
Indiana
3-8, 10
Illinois Alternate Assessment (IAA) 3-8,11
Illinois
3-8,10
Grade
Idaho Alternate Assessment (IAA)
Test
Idaho
State
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Partic.
And Perf.
For All
Tests
X
No
Publicly
Reported
Data
Found
Summary by State
Data for Students with Disabilities for
AA-AAS Used for Title I
54
NCEO
Alternate Assessment
Nevada Alternate Assessment
(NAA)
New Hampshire Alternate Learning Progression Assessment (NH
ALPS)
Alternate Proficiency Assessment
Nebraska
Nevada
New Hampshire
New Jersey
Alternative Performance Assessment (NMAPA)
Criterion Referenced Test (CRT)
Alternate
Montana
New Mexico
Missouri Assessment Program
Alternate (MAP-A)
3-8, HS
3-8, 11
2-7, 10,11
3-8, 11
3-8, 11
3-8, 10
3-8,11
Yes
HS
Mississippi Alternate Assessment
of the Extended Curricular Frameworks Secondary
Reading, Math (No Social Studies)
Language Arts Literacy, Math, Science
(4, 8, EoC)
Reading, Math (2-7,10) Science
(4,8,11), Writing (4,7,10)
Reading, Math, Science (5,8,11), Writing
not given in 2013
Reading, Math, Science (5,8,11), Writing
(8,11)
Reading, Math, Science (4,8, 10)
Communication Arts, Math (3-8, 11),
Science (5,8,11)
Language Arts, Math, Science
Yes
Language Arts, Math, Science (5,8)
3-8
Mississippi Alternate Assessment of the Extended Curriculum
Frameworks
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Reading (3-8, 10), Math (3-8), Science
(5,8, HS)
3-8, HS
Yes
Minnesota Test of Academic Skills
III (MTAS III)
Math
Subject Areas
11
Grade
Minnesota Test of Academic Skills
(MTAS)
Test
Missouri
Mississippi
Minnesota
State
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Partic.
And Perf.
For All
Tests
No
Publicly
Reported
Data
Found
Summary by State
Data for Students with Disabilities for
AA-AAS Used for Title I
NCEO
55
Pennsylvania Alternate System of
Assessment (PASA)
Rhode Island Alternate Assessment (RIAA)
Pennsylvania
Rhode Island
2-8,11
3-8, 11
Oregon Assessment of Knowledge 3-8,11
and Skills (OAKS) Extended
Oregon
3-8, EoI
Oklahoma Alternate Assessment
Program (OAAP)
Oklahoma
HS
Alternate Ohio Graduation Test
(OGT-AASCD)
Reading, Math, Writing (4,7,10), Science
(4,8,11)
Reading, Math, Science (4,8,11)
Reading, Math, Science (5,8,11), Writing
(11)
Math, Reading, Science (5,8), Geography, Social Studies, Writing (5,8),
Algebra I, English II/ Writ-ing, Biology,
US History, Others only if student took
courses, Algebra II, Geometry, English
III/ Writing
English/Language Arts, Math, Science,
Social Studies
English/Language Arts, Math, Science
(5,8)
3-8
Alternate Assessment for Students with Cognitive Disabilities
(AASCD)
Ohio
Reading/Language Arts, Math, Science
Math I, Biology, English II
Reading, Math, Science (5,8)
English Language Arts, Math, Science
(4,8, HS), Social Studies (HS)
Subject Areas
3-8, 11
North Dakota Alternate Assessment 1 (NDAA1)
10
North Carolina Extend 1 (NCEXTEND1)
North Dakota
3-8
North Carolina Extend 1 (NCEXTEND1)
North Carolina
3-8, HS
Grade
New York State Alternate Assessment (NYSAA)
Test
New York
State
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Partic.
And Perf.
For All
Tests
X
No
Publicly
Reported
Data
Found
Summary by State
Data for Students with Disabilities for
AA-AAS Used for Title I
56
NCEO
Washington Alternate Assessment
System (WAAS Portfolio)
Alternate Performance Task Assessment (APTA)
Wisconsin Alternate Assessment
(WAA)
West Virginia
Wisconsin
EoC
Virginia Alternate Assessment
Portfolio End of Course (VAAP
EoC)
Washington
3-8
Virginia Alternate Assessment
Portfolio (VAAP)
Virginia
3-8, 10
3-8, 10
3-8
3-8,11
Alternate Assessment
Vermont
Reading, Math, Language Arts (4,8,10),
Science (4,8,10), Social Studies (4,8,10)
Math, Reading/Language Arts (3-8, 11),
Science (4,6, 10)
Reading, Math, Writing (4,7), Science
(5,8)
Reading, Writing, History/Social Science, Math, Science
Reading, Writing (5,8) History/Social
Science, Math, Science (3,5,8)
Math, Reading, Science (4,8,11)
Language Arts, Math, and Science
Reading, Math, Science, Social Studies
EoC
3-11
STAARALT End of Course (EoC)
Utah Alternate Assessment (UAA)
Utah
Math, Reading, Writing (4,7), Science
(5,8) Social Studies (8)
3-8
Texas
Reading, Math, Science (5,8,11)
State of Texas Assessments of
Academic Readiness Alternate
(STAARALT)
Alternate Assessment
Tennessee
3-8,11
English Language Arts, Math, Science,
Social Studies (and HS Biology)
Subject Areas
Math, Reading /Language, Science
Dakota State Test of Educational
Progress Alternate (DSTEP A)
South Dakota
3-8, 10
Grade
3-12
South Carolina Alternate (SC-ALT)
Test
South Carolina
State
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Partic.
And Perf.
For All
Tests
No
Publicly
Reported
Data
Found
Summary by State
Data for Students with Disabilities for
AA-AAS Used for Title I
NCEO
57
Puerto Rican Alternate Assessment
No data reports found
Puerto Rico
Republic of Marshall Islands
3-8, 11
No data reports found
Palau
No information found
Spanish, English, Math, Science (4,8,11)
No information found
Reading, Math, Science
Alternate Assessment
Guam
1-12
No information found
Federated States Unknown Alternate Assessment
of Micronesia
No
Yes
No
No
No
Yes
No information found
No
District of Colum- No data reports found
bia
No information found
British Literature, American Lit., Algebra
I & II, Geometry, Biology, Environmental
Science, Chemistry
EoC
No
No
Unknown Alternate Assessment
Reading, Math, Science, Social Studies
(3,6,8)
3-8
Yes
No
48
Yes
U.S.Department
of Defense Education Activity
Commonwealth
Alternate Assessment
of Northern Mariana Islands
Alternate End of Course
Merged with regular
By state
Total Regular States (N=50)
Reading, Math, Science (4,8, 11)
Subject Areas
Bureau of Indian
Education
All assessed
3-8,11
Grade
No information found
Proficiency Assessments for Wyoming Students Alternate (PAWSALT)
Test
American Samoa Alternate Assessment
Unique States
Wyoming
State
Participation
No
Yes
No
No
No
Yes
No
No
No
Yes
No
48
Yes
Performance
Yes
Yes
Yes
48
Yes
Partic.
And Perf.
For All
Tests
X
X
X
X
X
X
X
2
No
Publicly
Reported
Data
Found
Summary by State
Data for Students with Disabilities for
AA-AAS Used for Title I
58
NCEO
Alternate Assessment
Test
3-8, 11
Grade
4
52
85%
Total Regular and Unique States (N=61)
Percent
Yes
Total Unique States (N=11)
Reading, Math, Science (5, 8, 11)
Subject Areas
85%
52
4
Yes
Performance
85%
52
4
Yes
15%
9
7
No
Publicly
Reported
Data
Found
Alabama
Regular States
State
11, 12
Alabama High School
Graduation Exam
(AHSGE)
Biology, Language, Math,
Reading, Social Sciences
No
No
Science
5,7
Alabama Science Assessment (ASA)
Participation
No
Reading, Math
Subject Areas
3-8
Grade
Alabama Reading
and Mathematics Test
(ARMT+)No
Test
No
No
No
Performance
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
Table B-4. Participation and Performance Data for English Language Learners (ELLs) with Disabilities, General Assessments Used For Title I
Accountability, 2012-2013
U.S. Virgin
Islands
State
Participation
Partic.
And Perf.
For All
Tests
Summary by State
Data for Students with Disabilities for
AA-AAS Used for Title I
NCEO
59
California Standards Test
Scores (CST)
California
Reading, Writing, Math,
Science
Reading(3-8), Math(3-8),
Science (4,8), Writing(5-7)
Reading, Writing, Mathematics
Reading, Writing, Mathematics, (3-10) Science
(4,8,10)
Subject Areas
2-11,
EoC
ELA (2-11), Math (2-7),
Algebra I (7-11, EoC),
Geometry (8-11, EoC)
ELA (2-11), Math (2-7),
Gen Math (8-9), Algebra
I (7-11), Integrated Math
(8-11) , Geometry (8-11),
Integ. Math 2 (8-11), Social
Science (8), World History
(9-11), US History (11),
Science (5,8,10), Biology
(9-11), Chemistry (9-11),
Int. Science 2-4 (9-11)
3-8, EoC Reading, Math, Science
(7), Algebra I, Biology,
Geometry, Literacy
Standards Based Tests in 2-11
Spanish (STS) (Not only
for ELLs)
Augmented Benchmark
Exams (ABE)
HS
Arizona’s Instrument
to Measure Standards
(AIMS) HS
Arkansas
3-8
Arizona’s Instrument
to Measure Standards
(AIMS)
10-12
High School Graduation
Qualification Exam
Arizona
3-10
Standards Based Assessments
Alaska
Grade
Test
State
Yes
(not all
ELL)
No
No
No
No
No
No
Participation
Yes
(not all
ELL)
No
No
No
No
No
No
Performance
Part.
and
Perf. All
Tests
Yes
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
60
NCEO
Reading, Math, Writing,
Science
Reading, Math (3-10),
Science (5,8,10), Social
Studies (4,7)
3-8
10
3-10
Connecticut Mastery Test
(CMT)
Connecticut Academic
Performance Test
1-8
EoC
End of Course Test
End of Course Assessment
Criterion-Referenced
Competency Test
EoC
Florida Comprehensive Assess-ment Test
(FCAT)/ FCAT 2.0
Florida
Georgia
3-10
Delaware Comprehensive Assessment System
(DCAS)
Delaware
Math I & II, GPS Algebra,
GPS Geometry, United
States History, Econ/
Business/Free Enterprise,
Biology, Physical Science,
Ninth Grade Literature and
Composition
Reading, English/ Language Arts, Math, Science
(3-8), Social Studies (3-8)
Algebra I, Geometry, Biology I
Reading, Math, Science
(5,8)
Reading, Math, Writing (38), Science (5,8)
Reading, Math, Writing
(3-10), Sci-ence (5,8,10),
Escritura, Lectura (3-4)
Connecticut
3-10
Transitional Colorado
Assessment Program
(TCAP)
Subject Areas
Colorado
Grade
Test
State
No
No
No
No
No
No
No
Yes
Participation
No
No
No
No
No
No
No
Yes
Performance
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
NCEO
61
Reading, Math, Science
11
Prairie State Achievement Examination
(PSAE)
Kansas
Iowa
Indiana
Reading, Math, Science
(4, 7)
3-8
Illinois Standards
Achievement Test (ISAT)
Illinois
3-8, 11
5,8,11
Iowa Assessment Science
General Assessment
3-8,11
EoC
End of Course Assessments (ECAs)
Iowa Assessment
3-8
Indiana State-wide Testing for Education Progress- Plus (ISTEP+)
3-8, 10
Regular Assessment
Idaho
Reading, Math, Science
(4,7,11)
Science
Reading, Math
English, Algebra I, Biology I
English/Language Arts,
Math, Science (4,6), Social
Studies (5,7)
Reading, Math, Science
Reading, Math, Science
Hawaii State Assessment 3-8, 10
Program (HSAP)
Subject Areas
Hawaii
Grade
Test
State
No
No
No
No
No
No
No
No
No
Participation
No
No
No
No
No
No
No
No
No
Performance
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
X
X
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
62
NCEO
Reading, Math (3-8) Science (4,7), Social Studies
(5,8), Language Mechanics (4,6)
Stanford Achievement
3-8
Test, 10 (Part of K-PREP)
Louisiana
English II, Algebra II, Biology, US History
EoC
End of Course
English/Language arts,
Math, Science, Social
Studies
English II, English III, Algebra I, Geometry, Biology,
US History
Graduation Exit Examina- 10,11
tion
End of Course Tests
EoC
English/Language arts,
Math, Science, Social
Studies
3,5-7
Integrated Louisiana
Educational Assessment
Program (iLEAP)
English/Language arts,
Math, Science, Social
Studies
4,8
Louisiana Educational
Assessment Program
(LEAP)
Reading, Math, Science
(4,7), Social Studies (5,8),
Writing (5,6,8, 10, 11),
Language Mechanics
(4,6,10)
3-8,
10,11
Kentucky Performance
Rating for Educational
Progress (K-PREP)
Subject Areas
Kentucky
Grade
Test
State
No
No
No
No
No
No
No
Participation
No
No
No
No
No
No
No
Performance
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
NCEO
63
Reading, Writing, Math,
Science
11, 3rd
year HS
Maine High School Assessment
Michigan
Massachusetts
Maryland
Science
5,8
Maine Educational Assessment (MEA) Science
11
HS
Biology High School Test
Michigan Merit Examination (MME)
5, 8-10
STE MCAS Tests
3-9
English/Language Arts,
Math,
3-8, 10
Massachusetts Comprehensive Assessment
System (MCAS)
Michigan Education
Assessment Program
(MEAP)
Algebra/Data analysis,
English, Biology, Government
EoC
High School Assessments (HSA)
Reading, Math, Writing,
Science, Social Studies
Reading, Math, (3-8), Writing (4,7 )
Science (5,8 ), Social Studies (6,9)
Biology
Science (Biology, Chemistry, Intro Physics, and
Technology/ Engineering
Math, Reading, Science
(5,8)
Maryland School Assess- 3-8
ment (MSA)
Reading, Math, Writing
(5,8)
3-8
New England Comprehensive Assessment
Program (NECAP)
Subject Areas
Maine
Grade
Test
State
Yes
Yes
No
No
No
No
No
No
No
No
Participation
Yes
Yes
No
No
No
No
No
No
No
No
Performance
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
64
NCEO
Nebraska
Montana
Missouri
Mississippi
Reading (not 10), Math
(11), Writing (9)
Graduation Exam
Nebraska State Accountability (NeSA)
Criterion Reference Test
(CRT)
3-8, 11
3-8, 10
Reading, Math, Science
(5,8,11), Writing (4,8,11)
Reading, Math, Science
(4,8, 10)
Phase 1 English II, Algebra
I, Biology, Phase 2, English
I, Algebra II, Geo-metry,
American History, Government
Online End of Course As- EoC
sessments
Algebra I, Biology I, English II, US History
Science
Communication Arts, Math,
Science (5,8)
EoC
High school Subject Area
Tests
Language Arts, Math
3-8
5,8
Science Tests
Missouri Assessment
Program (MAP)
3-8
Mississippi Curriculum
Test
9-11
Yes
No
No
No
No
No
No
Yes
Yes
Reading (3-8, 10), Math (38), Science (5,8, HS)
Math
Minnesota Comprehen3-8, HS
sive Assessment III (MCA
III)
11
Yes
Participation
Minnesota Comprehensive Assessment II
(MCA-II)
Subject Areas
Minnesota
Grade
Test
State
Yes
Yes
No
No
No
No
No
Yes
Yes
Yes
Performance
Yes
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
Yes
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
NCEO
65
3-8,1011
First
time 11th
graders
High School Proficiency
Assessment (HSPA)
Standards Based Assessment (SBA)
EoC
New Jersey Biology
Competency Test
New Mexico
3-8, 11
New Jersey Assessment
of Skills and Knowledge
(NJASK)
New Jersey
Reading, Math, Writing
(3,5,8), Social Studies and
Science (11)
Math, Language Arts
Literacy,
Biology
Language Arts Literacy,
Math, Science (4, 8)
Reading, Math, Writing
(5,8,11), Science (4,8,11)
3-8, 11
New England Comprehensive Assessment
Program (NECAP)
Reading, Math, Science,
Writing
HS
High School Proficiency
Exam
New Hampshire
Reading, Math, Science
(5,8)
Criterion Referenced Test 3-8
(CRT)
Subject Areas
Nevada
Grade
Test
State
No
No
No
No
No
Yes
Yes
Participation
No
No
No
No
No
Yes
Yes
Performance
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
66
NCEO
3-8
HS
Ohio Achievement Assessments (OAA)
Ohio Graduation Tests
(OGT)
Ohio
3-8, 11
General Assessment
North Dakota
EoC
End of Course Multiple
Choice
EoC
Regents Competency
Tests
3-8
EoC
Regents Exams
North Carolina End of Grade Multiple
Choice Test
3-8
New York State Testing
Program (NYSTP)
New York
Grade
Test
State
Reading, Math, Science,
Social Studies, Writing
Math, Reading, Science
(5,8)
Reading/Language Arts,
Math, Science (4,8,11)
Math I, Biology, English II,
Reading, Math, Science
(5,8)
Math, Science, Reading,
Writing, Global Studies, US
History and Government
Comprehensive English,
US History &Gov’t, Global
History & Geography, Alg2/
Trig, Geometry, Integ Alg,
Living Envt, Physical etting/
Physics, Physical Setting/
Chemistry, Physical setting/Earth Science
English Language Arts,
Math, Science (4,8)
Subject Areas
Yes
Yes
No
No
No
No
No
No
Participation
Yes
Yes
No
No
No
No
No
No
Performance
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
NCEO
67
New England Education
Assessment Program
(NECAP)
3-8,11
11
Keystone Exam
Rhode Island
3-8, 11
Pennsylvania System
of School Assessment
(PSSA)
Pennsylvania
3-8,11
Oregon Assessment of
Knowledge and Skills
(OAKS) Online
EoI
End of Instruction
Oregon
3-8
Oklahoma Core Curriculum Tests (OCCT)
Oklahoma
Grade
Test
State
Reading, Math, Writing
(5,8,11)
Science(4,8,11)
Algebra, Biology and Literature
Reading, Math, Science
(4,8,11)
Reading, Math, Science
(5,8,11), Writing (11)
ACE Algebra I, ACE Algebra II, ACE Geometry,
ACE English II, III (Writing
included), ACE Biology I,
ACE US History
Math, Reading, Geography
(7), US History (8), Science (5,8), Social Studies
(5)
Subject Areas
No
Yes
Yes
No
No
No
Participation
No
Yes
Yes
No
No
No
Performance
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
68
NCEO
3-8
EoC
State of Texas Assessments of Academic
Readiness (STAAR) Includes Spanish versions
STAAR EoC
EoC
End of Course
Texas
3-8
Criterion Referenced
Academic Achievement
Tennessee
3-8,11
South Dakota State Test
of Educational Progress
(DSTEP)
English Language Arts,
Math
2nd year
HS
High School Assessment
Program Test
South Dakota
Algebra/Math for Technologies 2, Biology/ Applied
Biology 2, English 1,US
History and the Constitution
EoC
End of Course Examination
Reading, Writing, Math,
Science, Social Studies
Math, Reading, Writing
(4,7), Science (5,8) Social
Studies (8)
Algebra I, Algebra II, English I, English II, English III,
US History, Biology
Math, Reading/ Language,
Social Studies, Science
Reading, Math, Science (5,
8,11)
English Language Arts,
Math, Science, Social
Studies, Writing (5, 8)
3-8
Palmetto Assessment of
State Standards
Subject Areas
South Carolina
Grade
Test
State
No
Yes
No
No
No
No
No
No
Participation
No
No
No
No
No
No
No
No
Performance
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Yes
Participation
Only
For
Some
Tests
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
NCEO
69
3-8
EoC
Standards of Learning
(SOL)
End of Course Test
Virginia
3-8, 11
New England Comprehensive Assessment
Program (NECAP)
5,8
Direct Writing Assessment (DWA)
Vermont
3-11
Student Assessment of
Growth and Excellence
(SAGE)
Utah
Grade
Test
State
Reading, Writing, Algebra
I, II, Geometry, Biology,
Chemistry, Earth Science,
Virginia and US History,
World History I, II, World
Geography, US History
to 1865, US History from
1865 to present, Civics
and Economics, Virginia
Studies
Reading, Math, Science
(3,5,8), History/Social
Studies (3,5,8), Writing
(5,8)
Math, Reading, Science
(4,8,11), Writing (5,8,11)
Writing (reported merged
with other tests)
Language Arts, Math,
and Science (4-8), Earth
System Science, Biology,
Chemistry, Physics
Subject Areas
Yes
Yes
No
Yes
Yes
Participation
Yes
Yes
No
Yes
Yes
Performance
Yes
Part.
and
Perf. All
Tests
Yes
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
70
NCEO
Wisconsin Knowledge
and Concepts Exams
(WKCE)
Wisconsin
3-8, 10
West Virginia Educational 3-11
Standards Test 2
EoC
End of Course
West Virginia
Reading, Writing
10
High School Proficiency
Exam (HSPE)
Reading, Math, Language
Arts (4,8,10), Science
(4,8,10), Social Studies
(4,8,10)
Math (3-11), Reading/ Language Arts (3-11) Science,
Social Studies (3-6), World
Geography (7), West Virginia Studies (8), Algebra
I (9), Physical Science (9),
World Studies to 1900 (9),
Geometry (10), Biology,
(10), US Studies to 1900
(10), Chemistry (11), 20th
and 21st Centuries Studies
(11)
Algebra 1/integrated Math
1, Geometry/ Integrated
Math 2, Biology
Reading, Math, Writing
(4,7), Science (5,8)
Measurements of Student 3-8
Progress (MSP)
Subject Areas
Washington
Grade
Test
State
No
No
No
No
No
No
No
No
No
No
Participation
Performance
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Participation
Only
For
Some
Tests
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
NCEO
71
EoC
3-8
Commonwealth Standards Based Asof Northern Mar- sessment
ianna Islands
End of Course
All
Elem to
HS
3-8, 11
Grade
Bureau of Indian Individual state adminEducation
istered assessments
American
Samoa
Stanford Achievement
Test, 10
Proficiency Assessments
for Wyoming Students
(PAWS)
Wyoming
Unique States
Test
State
No
Participation
No
World Literature I & II,
American Lit. & British Lit.,
Algebra I & II, Geometry,
Environmental Science,
Biology, Chemistry, NMI
History & US Government
& Economics
Reading, Math, Science,
Writing (5,7,11), Social
Studies (3,6,8), Chamorro
& Carolinian Language
Heritage Studies (CCLHS
at 4,6,8)
Language Arts
Reading, Math, Science
Language Arts, Science,
Math Problem Solving, History, Social Science
No
No
No
No
No
No
No
No
Total Regular States (N=50)
Reading, Math, Science
(4,8, 11)
Subject Areas
Performance
7
Part.
and
Perf. All
Tests
3
Part.
and
Perf.
Some
Tests
1
Participation
Only
For
Some
Tests
1
X
X
X
38
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
72
NCEO
Stanford Achievement
Test, 10
Guam
3-8, 11
11%
7
Total Regular and Unique States (N=61)
Percent
0
No
No
No
No
No
No
No
No
Part.
and
Perf. All
Tests
Total Unique States (N=11)
Reading, Math, Science (5,
8, 11)
No
General Assessment
U.S. Virgin
Islands
No
No
No
No
Spanish, English, Math,
Science (4,8,11)
Reading, Language Arts,
Math
No
No
No
Participation
Republic of Mar- No data reports found
shall Islands
No data reports found
Puerto Rican Academic 3-8, 11
Achievement Test
Palau
Puerto Rico
1-11
4,6,8,10
National Minimum
Competency StandardBased Test (NMCT)
Federated
States of Micronesia
Reading, Math
(Reported by Island)
2-10, HS Reading, Math (2-10),
Science/ Biology (5,8,HS)
Composition (4,7,10)
District of Columbia
Comprehensive Assessment System
Result
Reading, Math
Subject Areas
District of Columbia
3-8
Grade
Terra Nova
Test
U.S.Department
of Defense Education Activity
State
Performance
5%
3
0
Part.
and
Perf.
Some
Tests
2%
1
0
Participation
Only
For
Some
Tests
2%
1
0
80%
49
11
X
X
X
X
X
X
X
X
PerfformNo
ance
Publicly
Only Reported
For All
Data
Tests
Found
Reporting Summary By State
Disaggregated Data for ELLs with Disabilities for General
Assessments Used for Title I
NCEO
73
Terra Nova
Stanford Achievement Test,
10
Iowa Test
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
Writing Assessments
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
3,5,8, 11
1-9
2, 9
5,7
Grade
Georgia High School Gradu- 11 and
ation Test
retest
All Assessments Used for
Title I
Test
Alabama
Regular States
State
Writing, English Language
Arts, Math, Science, Social
Studies
Writing
Math, Reading, Language,
Science (5,7)
Reading, Language Arts,
Math
Reading, Lang. Arts, Math,
Science, Social Studies,
Spelling
Subject Areas
No
No
-
-
-
-
-
No
No
No
-
Participation
No
No
-
-
-
-
-
No
No
No
-
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Not Applicable
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
Reporting Summary By State
X
X
X
X
No
Publicly
Reported
Data
Found
Disaggregated Data for ELLs with Disabilities for General
Assessments Not Used for Title I
Table B-5. Participation and Performance Data for English Language Learners (ELLs) with Disabilities, General Assessments Not Used for Title I
Accountability, 2012-2013
74
NCEO
3
EoC
Idaho Reading Indicator
All Assessments Used for
Title I
Indiana Reading Evaluation and Determination
(IREAD-3)
Indiana Course-Aligned Assessments
Idaho
Illinois
Indiana
Explore
PLAN
Kentucky
All Assessments Used for
Title I
HS
All Assessments Used for
Title I
Kansas
Louisiana
8
All Assessments Used for
Title I
Iowa
K-3
EoC
End of Course
Hawaii
Grade
Test
State
Math, Reading
Math, Reading
English (9,11,12) Geometry,
Algebra II, PreCalculus,
Physics, Earth and Space
Science, Chemistry, Anatomy
& Physiology, Integrated
Chem. & Physics, US History, Govern-ment, Geography, World Economics, World
History
Reading
Reading
Algebra I, Algebra II, Biology
I, Expository Writing I and/or
U.S. History
Subject Areas
-
No
No
-
-
No
No
-
No
No
Participation
-
No
No
-
-
No
No
-
No
No
Performance
Yes
Yes
Yes
Yes
Not Applicable
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
Reporting Summary By State
X
X
X
X
No
Publicly
Reported
Data
Found
Disaggregated Data for ELLs with Disabilities for General
Assessments Not Used for Title I
NCEO
75
Preliminary Stanford
Achievement Test (PSAT)
All Assessments Used for
Title I
Maine
Maryland
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
Minnesota
Mississippi
Missouri
Montana
Not
found
Stanford Achievement Test
All Assessments Used for
Title I
HS
Biology High School Test
Michigan
10
10
10
Grade
STE MCAS Tests
Massachusetts Massachusetts Comprehensive Assessment System
(MCAS)
Test
State
Reading, Writing, Math
Biology
Science (Biology, Chemistry,
Intro Physics, and Technology/ Engineering
English/Language Arts, Math
Critical Reading, Math Problem Solving, Writing
Subject Areas
-
-
-
-
-
No
No
No
No
-
No
Participation
-
-
-
-
-
No
No
No
No
-
No
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Not Applicable
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
Reporting Summary By State
X
X
No
Publicly
Reported
Data
Found
Disaggregated Data for ELLs with Disabilities for General
Assessments Not Used for Title I
76
NCEO
8
HS
Explore
PLAN
All Assessments Used for
Title I
4-9,11
SAT
New Jersey
3-11
Terra Nova
All Assessments Used for
Title I
4, 8
Metropolitan Achievement
Test
New Hampshire
10-11
Iowa Test of Educational
Development
All Assessments Used for
Title I
3-11
Iowa Test of Basic Skills
Nevada
5,8
California Achievement Test
(CAT)
Nebraska
Grade
Test
State
Reading, Math
Reading, Math
Reading, Math
Reading, Math
Reading, Math
Reading, Math
Reading, Math
Reading, Math
Subject Areas
-
-
-
No
No
No
No
No
No
No
No
Participation
-
-
-
No
No
No
No
No
No
No
No
Performance
Yes
Yes
Yes
Not Applicable
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
Reporting Summary By State
X
No
Publicly
Reported
Data
Found
Disaggregated Data for ELLs with Disabilities for General
Assessments Not Used for Title I
NCEO
77
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
HS
Alternate Assessment High
School Graduation
All Assessments Used for
Title I
EoC/
HS
End of Course Exams
New York
10-11
Standards Based Assessment High School Graduation Assessment
New Mexico
Grade
Test
State
Varies
English III, Writing , Algebra
II, Biology & Chem., US History
[starting in 2014 Spanish
language version of Engl/
writing III]
Reading, Math
Subject Areas
-
-
-
-
-
-
-
No
No
No
Participation
-
-
-
-
-
-
-
No
No
No
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Not Applicable
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
Reporting Summary By State
X
No
Publicly
Reported
Data
Found
Disaggregated Data for ELLs with Disabilities for General
Assessments Not Used for Title I
78
NCEO
All Assessments Used for
Title I
Writing
Texas Assessment of Knowledge and Skills (TAKS)
All Assessments Used for
Title I
All Assessments Used for
Title I
All Assessments Used for
Title I
End of Course
All Assessments Used for
Title I
All Assessments Used for
Title I
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
EoC
10-11
3-11
Algebra 1/integrated Math 1,
Geometry/ Integrated Math
2, Biology
English Language Arts,
Math, Science, Social studies
Writing
-
-
No
-
-
-
Yes
No
-
-
South Carolina All Assessments Used for
Title I
South Dakota
-
All Assessments Used for
Title I
Subject Areas
Rhode Island
Grade
Test
State
Participation
-
-
No
-
-
-
Yes
No
-
-
-
Performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Not Applicable
Yes
Part.
and
Perf. All
Tests
Part.
and
Perf.
Some
Tests
Performance
Only
For All
Tests
Reporting Summary By State
X
X
No
Publicly
Reported
Data
Found
Disaggregated Data for ELLs with Disabilities for General
Assessments Not Used for Title I
NCEO
79
All Assessments Used for
Title I
All Assessments Used for
Title I
Stanford Achievement Test,
10
All Assessments Used for
Title I
All Assessments Used for
Title I
American
Samoa
Bureau of
Indian Education
Commonwealth of
Northern Marianna Islands
U.S. Department of Defense Education Activity
District of Columbia
Unique States
No
No
No
No
No
No
No
No
Performance
3,5,6,8,9, Language Arts, Science,
11
Mathematical Problem Solving, History, Social Science
-
-
No
-
-
-
-
No
-
-
Total Regular States (N=50)
Writing
(3-8 is for 2013 only, in 2014
for grades 3,5 and 7)
3-8,11
Student Assessments of
Writing Skills –Alternate
(SAWS-ALT)
Math, Reading
Writing
HS
Plan
Math, Reading
Subject Areas
Student Assessment of Writ- 3-8
ing Skills (SAWS)
9
Explore
Wyoming
Grade
Test
State
Participation
Yes
Yes
Yes
Yes
34
Not Applicable
1
Part.
and
Perf. All
Tests
0
Part.
and
Perf.
Some
Tests
0
Performance
Only
For All
Tests
Reporting Summary By State
X
15
X
No
Publicly
Reported
Data
Found
Disaggregated Data for ELLs with Disabilities for General
Assessments Not Used for Title I
80
NCEO
-
All Assessments Used for
Title I
No data reports found
All Assessments Used for
Title I
No data reports found
All Assessments Used for
Title I
Guam
Palau
Puerto Rico
Republic of
Marshall
Islands
U.S. Virgin
Islands
44
72%
Total Regular and Unique States (N=61)
Percent
Yes
Yes
Yes
Yes
Yes
Yes
Not Applicable
10
-
-
-
-
-
-
Performance
Total Unique States (N=11)
-
-
-
-
All Assessments Used for
Title I
Subject Areas
Federated
States of
Micronesia
Grade
Test
State
Participation
2%
1
0
Part.
and
Perf. All
Tests
0%
0
0
Part.
and
Perf.
Some
Tests
0%
0
0
Performance
Only
For All
Tests
Reporting Summary By State
26%
16
1
No
Publicly
Reported
Data
Found
Disaggregated Data for ELLs with Disabilities for General
Assessments Not Used for Title I
NCEO
81
Arkansas Alternate Portfolio
California Alternate Performance Assessment (CAPA)
Colorado Alternate Assessment (CoAlt)
Skills Checklist
Delaware Comprehensive
Assessment System Alternate
(DCAS-Alt)
Florida Alternate Assessment
(FAA)
Arkansas
California
Colorado
Connecticut
Delaware
Florida
3-10
2-10
3-8
3-10
2-11
3-11
3-8, HS
3-10
Alaska Alternate Assessment
Arizona’s Instrument to
Measure Standards Alternate
(AIMS-A)
3-8, 11
Grade
Alabama Alternate Assessment (AAA)
Test
Arizona
Alaska
Alabama
Regular States
State
Reading, Math, Science (5,8,11)
Reading, Math (2-10), Science (5,8,10),
Social Studies (4,7,9)
Access Skills, Math, Reading, Communication
Reading, Math, Writing (3-10), Science
(5,8,10)
ELA (2-11), Math (2-11), Science
(5,8,10), and these subjects in levels II
to V.
English Language Arts and Math
(3-8,11), Science (5,7), Algebra I and
Geometry (9), Biology (10)
Reading, Math, Science
Reading, Writing, Math (3-10) Science
(4,8,10)
Reading, Math (3-8,11), Science
(5,7,11)
Subject Areas
No
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Participation
No
Yes
Yes
Yes
Yes
No
No
Yes
Yes
Performance
Yes
Yes
Yes
Yes
Yes
Yes
X
X
X
No
Partic.
Publicly
And Perf. Perform- Reported
For All
ance For
Data
Tests
All Tests
Found
Summary
Disaggregated Data for ELLs with Disabilities
For AA-AAS Used for Title I
Table B-6. Participation and Performance Data for English Language Learners (ELLs) with Disabilities, Alternate Assessments Based on Alternate
Achievement Standards (AA-AAS) Used for Title I Accountability System, 2012-2013
82
NCEO
3-8,11
5,8,11
Alternate Assessment
Alternate Assessment
Illinois Alternate Assessment
(IAA)
Indiana Standards Tool for
Alternate Reporting (ISTAR)
Iowa Alternate Assessment
(IAA)
Iowa Alternate Assessment
Science
Hawaii
Idaho
Illinois
Indiana
Iowa
Louisiana Alternate Assessment 1
Maine Personalized Alternate Assessment Portfolio
(MEPAAP)
Alternate Maryland School As- 3-8,10
sessment (ALT-MSA)
Louisiana
Maine
Maryland
2-8, 10 &
3rd year
HS
3-11
3-12
Alternate Kentucky Performance Rating for Educational
Progress (K-PREP)
Kentucky
3-8, 11
Kansas Alternate Assessment
(KAA)
Kansas
3-8, 10
3-8,11
3-8,10
3-8,10
Georgia Alternate Assessment 3-8, 11
Georgia
Grade
Test
State
Math, Reading, Science (5,8,10)
Reading, Math, Writing (4,7, HS), Science (5,8, HS)
English/Language arts, Math, Science
Reading (3-9), Math (3-8,10), Writing
(4,5,6, 8,10,11), Science (4,7,11), Social
Studies (5,8,12)
Reading, Math, Science (4,7, 11)
Science
Reading, Math
English/Language Arts, Math, Science
(4,6), Social Studies (5,7), Biology (10)
Reading, Math, Science (4,7,11)
Reading, Math, Science
Reading, Math, Science (4,8,10)
English/Language Arts, Math, Science,
Social Studies
Subject Areas
Yes
Yes
No
No
No
No
No
No
No
No
No
Yes
Participation
Yes
Yes
No
No
No
No
No
No
Yes
No
No
Yes
Performance
Yes
Yes
Yes
Yes
X
X
X
X
X
X
X
No
Partic.
Publicly
And Perf. Perform- Reported
For All
ance For
Data
Tests
All Tests
Found
Summary
Disaggregated Data for ELLs with Disabilities
For AA-AAS Used for Title I
NCEO
83
3-8
3-8
Michigan Access (MI-Access)
Supported Independence
Michigan Access (MI-Access)
Participation
CRT- Alternate
Alternate Assessment
Nevada Alternate Assessment
(NAA)
Montana
Nebraska
Nevada
3-8, 11
3-8, 11
3-8, 10
Missouri Assessment Program 3-8,11
Alternate (MAP-A)
Reading, Math, Science (5,8,11), Writing not given in 2013
Reading, Math, Science (5,8,11), Writing (8,11)
Reading, Math, Science (4,8, 10)
Communication Arts, Math (3-8, 11),
Science (5,8,11)
Yes
No
No
No
No
Language Arts, Math, Science
HS
MS Alternate Assessment
of the Extended Curricular
Frameworks Secondary
Yes
No
Language Arts, Math, Science (5,8)
Reading (3-8, 10), Math (3-8), Science
(5,8, HS)
Yes
Yes
Yes
Yes
No
3-8
3-8, HS
MTAS III
Math
Reading, Math, Science (5,8)
Reading, Math, Science (5,8)
Accessing Print, Math, Expressing Ideas
(4, 7), Science (5,8)
English/Language Arts, Math, Science
and Technology/ Engineering (5,8-10)
Subject Areas
Mississippi Alternate Assessment of the Extended Curriculum Frameworks
11
MTAS
Missouri
Mississippi
Minnesota
3-8
Michigan Access (MI-Access)
Functional Independence
Michigan
3-10
Massachusetts Comprehensive Assessment System
Alternate (MCAS-Alt)
Massachusetts
Grade
Test
State
Participation
Yes
No
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Performance
Yes
Yes
Yes
Yes
Yes
X
X
X
No
Partic.
Publicly
And Perf. Perform- Reported
For All
ance For
Data
Tests
All Tests
Found
Summary
Disaggregated Data for ELLs with Disabilities
For AA-AAS Used for Title I
84
NCEO
North Carolina Extend 1
(NCEXTEND1)
English/Language Arts, Math, Science,
Social Studies
Alternate Ohio Graduation Test HS
(OGT-AASCD)
Reading/Language Arts, Math, Science
Math I, Biology, English II
Reading, Math, Science (5,8)
English Language Arts, Math, Science
(4,8, HS), Social Studies (HS)
Reading, Math (No Social Studies)
Language Arts Literacy, Math, Science
(4, 8, EoC)
English/Language Arts, Math, Science
(5,8)
3-8, 11
3-8, HS
3-8, HS
3-8, 11
3-8
Alternate Assessment for
Students with Cognitive Disabilities (AASCD)
North Carolina Extend 1
(NCEXTEND1)
North Carolina
Ohio
New York State Alternate Assessment (NYSAA)
New York
North Dakota Alternate Assessment 1 (NDAA1)
10
Alternative Performance Assessment (NMAPA)
New Mexico
North Dakota
3-8
Alternate Proficiency Assessment
New Jersey
Subject Areas
2-7, 10,11 Reading, Math (2-7,10) Science
(4,8,11), Writing (4,7,10)
New Hampshire alternate
learning progression assessment (NH ALPS)
New Hampshire
Grade
Test
State
Yes
Yes
No
No
No
No
No
Yes
Yes
Participation
Yes
Yes
No
No
No
No
No
Yes
Yes
Performance
Yes
Yes
Yes
X
X
X
X
No
Partic.
Publicly
And Perf. Perform- Reported
For All
ance For
Data
Tests
All Tests
Found
Summary
Disaggregated Data for ELLs with Disabilities
For AA-AAS Used for Title I
NCEO
85
Alternate (DSTEP A)
Alternate Assessment
State of Texas Assessments of 3-8
Academic Readiness Alternate
(STAARALT)
STAARALT EoC
South Dakota
Tennessee
Texas
Alternate Assessment
South Carolina Alternate (SCALT)
South Carolina
Vermont
Rhode Island Alternate Assessment (RIAA)
Rhode Island
Utah Alternate Assessment
(UAA)
Reading, Math, Science, Social Studies
Pennsylvania Alternate
(PASA)
Pennsylvania
Utah
Math, Reading, Writing (4,7), Science
(5,8) Social Studies (8)
OAKS Extended
3-8,11
3-11
EoC
3-12
3-8,11
3-8, 10
2-8,11
3-8, 11
3-8,11
Math, Reading, Science (4,8,11)
Language Arts, Math, and Science
Math, Reading /Language, Science
Reading, Math, Science (5,8,11)
English Language Arts, Math, Science,
Social Studies (and HS Biology)
Reading, Math, Writing (4,7,10), Science (4,8,11)
Reading, Math, Science (4,8,11)
Reading, Math, Science (5,8,11), Writing (11)
Math, Reading, Science (5,8), Geography, Social Studies, Writing (5,8),
Algebra I, English II/Writing, Biology,
US History, Others only if student took
courses: Algebra II, Geometry, English
III/Writing
Oregon
3-8, EoI
Oklahoma Alternate Assessment Program (OAAP)
Subject Areas
Oklahoma
Grade
Test
State
No
No
Yes
Yes
No
No
Yes
Yes
Yes
No
No
Participation
No
No
Yes
Yes
No
No
Yes
Yes
Yes
No
No
Performance
Yes
Yes
Yes
Yes
X
X
X
X
X
X
No
Partic.
Publicly
And Perf. Perform- Reported
For All
ance For
Data
Tests
All Tests
Found
Summary
Disaggregated Data for ELLs with Disabilities
For AA-AAS Used for Title I
86
NCEO
Virginia Alternate Assessment
Portfolio (VAAP)
Virginia
Alternate Performance Task
Assessment
Wisconsin Alternate Assessment (WAA)
Proficiency Assessments for
Wyoming Students Alternate
(PAWS-ALT)
West Virginia
Wisconsin
Wyoming
All assessed
3-8
EoC
Alternate Assessment
Alternate End of Course
Commonwealth
of Northern
Marianna Islands
3-8,11
3-8, 10
3-8, 10
3-8
Bureau of Indian Alternate Assessment
Education
American Samoa
Alternate Assessment
Washington Alternate Assessment System (WAAS Port)
Washington
Unique States
3-8
Grade
Virginia Alternate Assessment EoC
Portfolio End of Course (VAAP
EoC)
Test
State
British Lit, American Lit, Algebra I & II,
Geometry, Biology, Environmental Science, Chemistry
Reading, Math, Science, Social Studies
(3,6,8)
By state in BIE
No information found
Total Regular States (N=50)
Reading, Math, Science (4,8, 11)
Reading, Math, Language Arts (4,8,10),
Science (4,8,10), Social Studies (4,8,10)
Math, Reading/Language Arts (3-8, 11),
Science (4,6, 10)
Reading, Math, Writing (4,7), Science
(5,8)
Reading, Writing, History/Social Science, Math, Science
Reading, Writing (5,8) History/Social
Science, Math, Science (3,5,8)
Subject Areas
No
No
No
No
21
No
Yes
No
No
Yes
Yes
Participation
No
No
No
No
24
No
Yes
No
No
Yes
Yes
Performance
21
Yes
Yes
3
X
X
X
26
X
X
X
No
Partic.
Publicly
And Perf. Perform- Reported
For All
ance For
Data
Tests
All Tests
Found
Summary
Disaggregated Data for ELLs with Disabilities
For AA-AAS Used for Title I
NCEO
87
Puerto Rican Alternate Assessment
Puerto Rico
0
21
34%
Total Regular and Unique States (N=61)
Percent
No
No
No
Total Unique States (N=11)
Reading, Math, Science (5, 8, 11)
3-8, 11
U.S. Virgin
Islands
Alternate Assessment
No information found
Spanish, English, Math, Science
(4,8,11)
No information found
Republic of Mar- No data reports found
shall Islands
3-8, 11
No data reports found
Palau
No
No
Alternate Assessment
Guam
Reading, Math, Science
No
No information found
Alternate Assessment
Federated
States of Micronesia
1-12
No
No information found
No data reports found
District of Columbia
Subject Areas
No
Grade
No information found
Test
U.S.Department Alternate Assessment
of Defense Education Activity
State
Participation
39%
24
0
No
No
No
No
No
No
No
No
Performance
34%
21
5%
3
61%
37
11
X
X
X
X
X
X
X
X
No
Partic.
Publicly
And Perf. Perform- Reported
For All
ance For
Data
Tests
All Tests
Found
Summary
Disaggregated Data for ELLs with Disabilities
For AA-AAS Used for Title I
88
NCEO
Test
5-8
KAMM
Louisiana Alternate Assessment 2
Modified High School Assessments
Modified Assessment II
Modified Assessment III
Kansas
Louisiana
Maryland
Minnesota
North Carolina
5-8, 10-11 Math (11)
Indiana Modified Achievement
Standards Test (IMAST)
3-8
EoC
North Carolina Extend 2
(NCEXTEND2)
North Carolina Extend 2
(NCEXTEND2)
EoC
4-8
Any
3-8
Math I, Biology, English II
Reading, Math, Science (5,8)
Reading (5-8, 10), Math (5,8)
English, Algebra/Data Analysis, Biology, Government
English/Language arts, Math,
Science, Social Studies
Reading, Math
ELA, Math, Science (4,6),
Social Studies (5,7)
Reading, English/Language
Arts, Math
Indiana
3-8
Criterion-Referenced Competency Test-Modified
Reading, Math
Georgia
3-8
Modified assessment
ELA (3-11), Math (3-7), Algebra I (7-11, EoC) Geometry
(8-11, EoC), Science (5,8, and
10 Life Science)
Subject Areas
Connecticut
California
Grade
California Modified Assessment 3-11
(CMA)
Regular States
State
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Participation and
Performance
Performance
Only
X
No
Data
Found
Students with Disabilities
Summary
Yes
Yes
Yes
Participation and
performance
Part. and
Perform.
for some
tests
X
X
X
X
X
X
No
Data
Found
ELLs with Disabilities
Summary
Disaggregated Data for AA-MAS
Table B-7. Participation and Performance Data for Students with Disabilities and ELLs with Disabilities, Alternate Assessments Based on Modified
Achievement Standards (AA-MAS) Used for Title I Accountability, 2012-2013
NCEO
89
Virginia
Texas
92%
Percent
Yes
Yes
Yes
12
Math
Math
English Language Arts, Math,
Science, Social studies
Reading, Writing, Math, Science, Social Studies
Math, Reading, Writing (4,7),
Science (5,8) Social Studies
(8)
Algebra I, English II (Writing
included), Biology I, US History
Yes
Total Regular States with MAS (N=13)
HS
Virginia Modified Achievement
Standards Test (VMAST EoC)
10-11
Texas Assessment of Knowledge and Skills Modified
(TAKS-M)
3-8
EoC
STAAR M EoC
Virginia Modified Achievement
Standards Test (VMAST)
3-8
EoI
End of Instruction Modified
State of Texas Assessments of
Academic Readiness Modified
(STAAR M)
3-8
Oklahoma Modified Alternate Assessment Program
(OMAAP)
Math, Reading, Science (5,8)
Subject Areas
Oklahoma
Grade
Reading/Language Arts, Math,
Science (4,8, 11)
Test
North Dakota North Dakota Alternate Assess- 3-8, 11
ment 2 (NDAA2)
State
Participation and
Performance
0%
0
Performance
Only
8%
1
No
Data
Found
Students with Disabilities
Summary
38%
5
Yes
Yes
Participation and
performance
8%
1
Partic for
OMAAP
Part. and
Perform.
for some
tests
54%
7
X
No
Data
Found
ELLs with Disabilities
Summary
Disaggregated Data for AA-MAS
90
NCEO
Percent
Total Regular States with GLAS (N=1)
Reading, History/Social Science(3), Science
(3,5,8) Writing (5,8)
Grade Subject Areas
Virginia Grade Level Alternate Assess3-8
ment (VGLAA) EoC test appears discontinued.
Test
100%
1
Yes
100%
X
X
X
X
X
X
X
X
Alaska
Arizona
Arkansas
California2
Colorado
Connecticut
Delaware
X
X
-
X
-
-
X
By Grade
and by Test1
X
Alabama
Regular States
States
States
Reporting Rates
X
X
-
-
-
-
-
-
Merged
Grades; By
Test
-
-
-
-
X
X
-
-
By Grade;
Merged
Tests
-
-
X
-
-
X
-
-
Merged
Grades and
Tests
Participation Rate Method Reported
Unclear
Method
1
Yes
Performance
0
X
X
X
X
X
1
X
X
X
2
3
100%
1
Yes
Y
Y
N
Y
N
N
Y
N
Denominator for Participation
Rate
100%
1
Yes
Performance
ELLs with
Disabilities
Participation
4
Number of Approaches Used
Table B-9. Ways States Disaggregated Participation Data for Students with Disabilities for General Assessments, 2012-2013
Virginia
Regular States
State
Participation
Students with
Disabilities
Disaggregated Data for AA-GLAS
Table B-8. Participation and Performance Data for Students with Disabilities and ELLs with Disabilities, Alternate Assessments Based on Grade
Level Achievement Standards (AA-GLAS) Used for Title I Accountability, 2012-2013
NCEO
91
X
X
-
Hawaii
Idaho
Illinois
Indiana
7
X
Georgia
5
-
Florida3
-
X
X
Louisiana
Maine
Maryland
-
-
Mississippi
Missouri
Montana
X
North Dakota
-
New York
X
-
New Mexico
North Carolina
-
X
-
New Jersey
New Hampshire
Nevada
Nebraska
X
X
Minnesota
6
-
X
Michigan
X
-
Kentucky
Massachusetts
X
Kansas
Iowa
X
X
States
4
States
Reporting Rates
-
-
-
-
-
-
-
X
-
-
-
-
-
X
-
X
-
-
-
X
-
-
-
-
-
X
By Grade
and by Test1
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
X
-
X
Merged
Grades; By
Test
X
-
-
-
-
-
-
X
-
-
-
X
-
-
-
X
-
-
-
X
-
-
X
-
-
-
By Grade;
Merged
Tests
X
X
-
-
-
X
-
-
-
-
X
X
-
-
X
-
-
-
X
-
-
X
-
-
-
-
Merged
Grades and
Tests
Participation Rate Method Reported
Unclear
Method
X
X
X
X
X
X
X
X
X
X
X
0
X
X
X
X
X
X
X
X
X
1
X
X
X
X
X
X
2
3
4
Number of Approaches Used
Y
N
N
N
N
N
N
Y
N
N
N
Y
N
N
N
N
N
N
Y
Y
N
Y
N
Y
N
Y
Denominator for Participation
Rate
92
NCEO
X
X
Oklahoma
Oregon
Pennsylvania
X
X
-
X
X
X
X
-
X
35
South Dakota
Tennessee
Texas9
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Total Regular
States (N=50)
-
X
-
American Samoa
Bureau of Indian
Education
Commonwealth of
Northern Marianna
Islands
Unique States
-
X
South Carolina
X
-
Ohio
Rhode Island
X
States
8
States
Reporting Rates
-
-
-
16
-
-
-
-
X
-
-
X
-
-
-
X
X
X
-
X
By Grade
and by Test1
-
-
-
7
-
-
X
-
X
-
-
-
-
-
-
-
-
-
-
X
Merged
Grades; By
Test
-
-
-
13
X
-
-
X
-
19
X
-
X
X
-
X
X
-
X
X
X
-
-
-
X
-
X
Merged
Grades and
Tests
X
X
-
-
-
-
-
-
-
-
-
X
By Grade;
Merged
Tests
Participation Rate Method Reported
0
Unclear
Method
X
X
15
X
X
X
X
0
X
19
X
X
X
X
X
1
14
X
X
X
X
X
2
0
3
2
X
X
4
Number of Approaches Used
N
Y
N
N
N
Y
Y
N
Y
N
N
N
Y
N
Y
N
Y
N
Y
Denominator for Participation
Rate
NCEO
93
-
-
-
X
-
X
4
39
Federated States
of Micronesia
Guam
Palau
Puerto Rico
Republic of Marshall Islands
U.S. Virgin Islands
Total Unique
States (N=11)
Total All Regular and Unique
States (N=61)
17
1
X
-
-
-
-
7
0
-
-
-
-
-
-
-
Merged
Grades; By
Test
16
3
X
-
X
-
-
-
X
-
By Grade;
Merged
Tests
22
3
X
-
-
-
-
-
X
-
Merged
Grades and
Tests
0
0
Unclear
Method
22
7
X
X
X
X
X
0
21
2
X
1
16
2
X
X
2
0
0
3
2
0
4
Number of Approaches Used
Y
N
N
N
N
N
N
N
Denominator for Participation
Rate
The total number reporting participation rates by grade and test here does not match the ten states in Figure 13 because the eight states with footnotes in this column were not
included in the figure for reasons given in the footnotes.
2
California reported participation rate by grade but as percentage of all students enrolled in grade.
3
Florida reported participation rate by grade but by accommodated status.
4
Iowa reported participation rate by grade, but by accommodated status.
5
Massachusetts reported participation rate by grade, but by accommodated status and % not tested.
6
Nebraska reported participation rate by grade, but denominator is based on all students enrolled in grade.
7
New Hampshire reported participation data by grade, but as percentage of all students enrolled in grade.
8
Rhode Island reported participation data by grade, but as percentage of all students enrolled in grade.
9
Texas reported participation rate for students with disabilities by grade only for TAKS 11 grade assessment.
1
-
X
District of Columbia
-
-
-
By Grade
and by Test1
U.S. Department of
Defense Education
Activity
States
States
Reporting Rates
Participation Rate Method Reported
94
NCEO
X
X
X
X
X
X*
X
X*
X
X*
X
X
-
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
-
X
X
X
X
X*
X
X
X*
X
X
X
X
X
X
X
X
-
-
Arizona
X
Alaska
Arkansas
-
-
X
Number of
Students
Tested
Alabama
Regular States
State
Number Enrolled/ Eligible
to be Tested
-
-
-
X
-
-
-
-
-
-
-
-
-
-
X
-
-
-
-
-
-
X
Number of
Students
Not Tested
4
-
X*
X5
-
-
X
-
-
-
-
-
X*
X
-
-
X*
X
-
X
-
X*
X*
-
X*
-
-
-
X
-
3
X
X
X
-
-
X2
-
-
-
-
-
Percent of
Students
not Tested
X*
X*
X
X
Percent
Participating in Test
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
X
-
-
-
X
Number of
Students with
Scores
Participation Data Reported On General Assessments
Table B-10. How Participation was Reported in States for the General Assessments, 2011-2012
(Note: There is an asterisk after the state name if the state did not report data by grade and test.1)
-
-
-
X
-
-
-
-
X
-
-
-
-
-
X
-
X
-
-
-
-
X
Number of Students with No
scores
-
-
-
-
-
-
-
-
X
-
-
-
-
-
-
X
X
-
-
-
-
-
Percent of
Students with
No Scores
NCEO
95
X
X
X
X
X*
X*
X
X
X*
X
X
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
-
X*
-
Montana
Virginia
X
X
Missouri
X
X
X
X
-
X
X
X
X*
X
X
X
X
X*
-
X
X
X
-
X
-
-
Mississippi
X
X*
Number of
Students
Tested
Minnesota
State
Number Enrolled/ Eligible
to be Tested
-
X
X
X
-
-
-
X
-
-
-
X*
-
-
-
-
X
-
-
X
-
-
-
-
Number of
Students
Not Tested
7
6
X
X*
-
X
9
X*
X*
-
-
-
-
X*
-
X
-
X
8
-
-
-
-
X
-
X
X
-
-
-
-
-
-
X*
X*
X*
-
-
-
X
X
-
-
-
-
-
X*
Number of
Students with
Scores
-
-
-
-
-
-
X
X
-
-
-
Percent of
Students
not Tested
X
X
-
X
X*
X*
-
-
-
X
-
X
-
-
X*
X*
Percent
Participating in Test
Participation Data Reported On General Assessments
X
-
X
-
-
-
-
X
-
-
-
-
X*
-
-
-
X
X
-
-
-
-
-
-
Number of Students with No
scores
-
-
-
-
-
-
-
-
-
-
-
-
X*
-
-
-
-
-
-
-
-
-
-
-
Percent of
Students with
No Scores
96
NCEO
X*
26
West Virginia
Wisconsin
Wyoming
Total Regular States
(N=50)
X*
1
American Samoa
Bureau of Indian Education
Commonwealth of Northern Marianna Islands
U.S. Department of Defense Education Activity
District of Columbia
Federated States of Micronesia
Guam
Palau
Puerto Rico
Republic of Marshall
Islands
U.S. Virgin Islands
Total Unique States
(N=11)
Unique States
X
Washington
State
Number Enrolled/ Eligible
to be Tested
1
-
-
-
-
-
-
-
-
-
X
-
41
X*
-
X
-
Number of
Students
Tested
0
-
-
-
-
-
-
-
-
-
-
-
12
-
-
X*
X
Number of
Students
Not Tested
4
X
-
X*
-
-
-
X*
-
-
X*
-
34
X*
X
X*
-
Percent
Participating in Test
1
-
-
X*
-
-
-
-
-
-
-
-
12
-
-
X*
X
Percent of
Students
not Tested
1
-
-
-
-
0
-
-
-
-
-
-
-
-
-
-
-
-
13
-
X
-
X
Number of Students with No
scores
X
-
-
-
-
9
-
-
-
-
Number of
Students with
Scores
Participation Data Reported On General Assessments
0
-
-
-
-
-
-
-
-
-
-
-
6
-
X
-
X
Percent of
Students with
No Scores
NCEO
97
27
42
Number of
Students
Tested
12
Number of
Students
Not Tested
38
Percent
Participating in Test
13
Percent of
Students
not Tested
10
Number of
Students with
Scores
6
Percent of
Students with
No Scores
X
-
Alabama
Alaska
Arizona
Arkansas
California
Regular States
State
Number Enrolled/Eligible to
be Tested
X
-
-
-
X
Number of
Students
Tested
-
-
-
-
-
Number of
Students Not
Tested
-
X*
X*
X
X
Percent
Participating
in Test
-
-
-
-
-
Percent of
Students
not Tested
X
-
-
-
X
Number of
Students with
Scores
Participation Data Reported On AA-AAS
-
-
-
-
-
Number of
Students with
No scores
-
-
-
-
-
Percent of
Students with
No Scores
Table B-11. How Participation was Reported in States for the Alternate Assessments based on Alternate Achievement Standards, 2011-2012
(Note: There is an asterisk after the state name if the state did not report data by grade and test.1)
2
13
Number of Students with No
scores
Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades
California reported participation rate by grade but as percentage of all students enrolled in grade.
3
Florida reported participation rate by grade but by accommodated status.
4
Iowa reported participation rate by grade, but by accommodated status.
5
Massachusetts reported participation rate by grade, but by accommodated status and % not tested.
6
Nebraska reported participation rate by grade, but denominator is based on all students enrolled in grade.
7
New Hampshire reported participation data by grade, but as percentage of all students enrolled in grade.
8
Rhode Island reported participation data by grade, but as percentage of all students enrolled in grade.
9
Texas reported participation rate for students with disabilities by grade only for TAKS 11 grade assessment.
1
Total All Regular and
Unique States (N=61)
State
Number Enrolled/ Eligible
to be Tested
Participation Data Reported On General Assessments
98
NCEO
X
X*
X
X*
X
-
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
X
-
Indiana
New Hampshire
X*
Illinois
X
-
Idaho
Nevada
-
X*
Florida
X
X
Delaware
Hawaii
-
Connecticut
Georgia
-
Colorado
State
Number Enrolled/Eligible to
be Tested
X
X
X
-
X
-
X
X
X
X
X
X
-
X*
X
-
-
-
X
X
X
X
X
X
Number of
Students
Tested
X
-
X
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
X
-
-
Number of
Students Not
Tested
X
-
X
-
-
X*
X*
X
X
X*
X*
-
-
X*
X*
-
X*
X*
X
-
X
X
X
-
Percent
Participating
in Test
-
-
X
X
-
-
-
-
X*
-
-
-
-
-
-
-
X*
-
-
-
-
-
-
-
Percent of
Students
not Tested
-
-
-
-
-
-
X*
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Number of
Students with
Scores
Participation Data Reported On AA-AAS
X
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
X
-
X
Number of
Students with
No scores
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
X
Percent of
Students with
No Scores
NCEO
99
X
X*
23
West Virginia
Wisconsin
Wyoming
Total Regular States
(N=50)
X*
South Dakota
Washington
-
South Carolina
-
X
Rhode Island
Virginia
X*
Pennsylvania
X*
-
Oregon
Vermont
-
Oklahoma
X
X*
Ohio
Utah
X
North Dakota
-
-
North Carolina
X*
-
New York
Texas
-
New Mexico
Tennessee
X
New Jersey
State
Number Enrolled/Eligible to
be Tested
35
X*
-
X
-
X
X*
X
X
-
-
X
X
X
X
-
X*
X
X
X
X*
-
Number of
Students
Tested
12
-
-
X*
X*
-
X*
X
X
-
-
X
X
-
-
-
X*
-
-
-
-
X
Number of
Students Not
Tested
32
X*
-
X*
-
X
X*
-
X
X*
X*
-
-
X
X
-
X
X*
X*
-
-
-
Percent
Participating
in Test
10
-
-
X*
X*
-
-
-
X*
-
X*
-
-
-
-
-
X*
X*
-
-
-
-
Percent of
Students
not Tested
7
-
-
-
-
-
-
X
-
-
-
-
-
X
-
-
-
X*
-
-
-
X
Number of
Students with
Scores
Participation Data Reported On AA-AAS
9
-
X
-
X
X
-
X
-
-
-
-
-
-
-
-
-
X*
-
-
-
X
Number of
Students with
No scores
4
-
X
-
X
-
-
-
-
-
-
-
-
-
-
-
-
X*
-
-
-
-
Percent of
Students with
No Scores
100
NCEO
1
X*
1
Commonwealth of Northern Marianna Islands
U.S. Department of Defense Education Activity
District of Columbia
Federated States of Micronesia
Guam
Palau
Puerto Rico
Republic of Marshall
Islands
U.S. Virgin Islands
Total Unique States
(N=11)
37
2
-
-
X
-
-
-
-
-
-
X*
-
Number of
Students
Tested
12
0
-
-
-
-
-
-
-
-
-
-
-
Number of
Students Not
Tested
36
4
X
-
X*
-
-
-
X*
-
-
X*
-
Percent
Participating
in Test
11
1
-
-
X*
-
-
-
-
-
-
-
-
Percent of
Students
not Tested
7
0
-
-
-
-
-
-
-
-
-
-
-
Number of
Students with
Scores
9
4
0
-
0
-
-
-
-
-
-
-
-
-
-
Percent of
Students with
No Scores
-
-
-
-
-
-
-
-
-
-
Number of
Students with
No scores
Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades
24
-
Bureau of Indian Education
Total All Regular and
Unique States (N=61)
-
American Samoa
Unique States
State
Number Enrolled/Eligible to
be Tested
Participation Data Reported On AA-AAS
NCEO
101
3
Total Regular
States with AAMAS (N=13)
X
-
Virginia
Texas
Oklahoma
-
-
North Carolina
North Dakota
-
-
-
Minnesota
Maryland
Louisiana
-
-
Indiana
Kansas
-
X
X
Georgia
Connecticut
California
State
By Grade
and by Test
1
-
-
-
X
-
-
-
-
-
-
-
-
-
Merged
Grades; by Test
1
-
-
-
-
-
-
-
-
-
-
-
X
-
By Grade;
Merged Tests
Participation Rate Reported
6
X
-
-
X
X
X
X
-
X
-
-
-
-
Merged
Grades and
Tests
-
Number and percent tested,
number and percent not tested
(absent and other)
-
Number, percent of all students, percent of students with
disability
Number tested
Number tested
Number tested, merged with
other tests
-
Number tested
-
-
-
Yes, Total documents submitted for STAAR-M in grade
-
-
-
-
-
Yes, All students with disabilities merging grades and tests
-
-
-
Yes, Total enrolled in grade
across all assessments
Number tested, percent of
enrolled, students with scores
Number tested, average scale
score, percent at goal, percent
at/above proficiency
Denominator for the Participation Rate
Reports Other Participation
Data (e.g., Number Tested)
Table B-12. Summary of How States Reported Participation Rates on the Alternate Assessment Based on Modified Achievement Standards (AAMAS), 2011-2012
102
NCEO
Alabama
Alaska
Connecticut
Delaware
Maine
Ohio
Oregon
Pennsylvania
Virginia
Virgin Islands
AL
AK
CT
DE
ME
OH
OR
PA
VA
VI
X
X
X
X
X
X
X
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
States
Reporting
Alabama
Regular States
States
X
X
X
-
-
X
X
Reporting
Some Data by
Grade and Test
X
X
-
-
-
-
-
Grades Merged
for One or More
Tests
-
-
-
X
X
-
-
Merged Tests
for One or
More Grades
-
X
-
-
X
-
-
Merged
Grades
and Test
Table B-14. Ways States Disaggregated Performance Data for Students with Disabilities for
General Assessments, 2011-12
State’s Full Name
State Abbreviation
Table B-13. State Abbreviation Key for Figure 13
-
-
-
-
-
-
-
Unclear
Method
0
X
X
X
X
1
X
X
2
X
3
4
Not
Clear
Number of Approaches Used
NCEO
103
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
X
Iowa
Louisiana
-
X
Indiana
X
X
Illinois
X
X
Idaho
Kansas
X
Hawaii
Kentucky
X
X
Georgia
X
-
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
-
-
X
X
X
Florida
X
X
States
Reporting
Delaware
States
Reporting
Some Data by
Grade and Test
-
-
-
-
-
-
-
-
X
-
-
-
-
-
-
X
-
-
X
-
X
X
X
-
Grades Merged
for One or More
Tests
X
X
-
X
-
-
-
-
-
X
-
X
-
-
-
X
X
X
X
-
X
-
-
-
-
Merged Tests
for One or
More Grades
-
X
-
X
-
X
-
-
-
X
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Unclear
Method
X
-
-
-
X
-
-
X
-
X
-
-
-
Merged
Grades
and Test
0
X
X
X
X
X
X
X
X
X
X
1
X
X
X
X
X
X
X
X
X
X
X
2
X
X
X
3
X
4
Not
Clear
Number of Approaches Used
104
NCEO
X
X
X
X
X
X
X
X
X
X
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
X
American Samoa
Bureau of Indian
Education
Unique States
50
X
Pennsylvania
Total Regular States
(N=50)
X
Oregon
X
X
Oklahoma
X
X
Ohio
Wisconsin
X
Wyoming
X
North Carolina
States
Reporting
North Dakota
States
-
-
39
-
-
-
X
X
-
X
X
X
X
X
X
X
X
X
X
X
-
Reporting
Some Data by
Grade and Test
-
-
13
-
X
-
-
X
-
-
X
X
-
-
-
-
-
-
X
-
-
Grades Merged
for One or More
Tests
-
-
20
X
-
-
-
X
X
X
-
-
X
-
-
-
-
-
X
X
X
Merged Tests
for One or
More Grades
X
-
24
X
X
X
-
-
0
-
-
-
-
-
X
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Unclear
Method
X
-
X
X
X
-
X
X
X
-
X
X
X
Merged
Grades
and Test
X
0
0
X
18
X
X
X
X
1
21
X
X
X
X
X
X
X
X
2
8
X
X
X
X
3
3
X
X
4
0
Not
Clear
Number of Approaches Used
NCEO
105
-
X
X
X
4
54
U.S. Department of
Defense Education
Activity
District of Columbia
Federated States of
Micronesia
Guam
Palau
Puerto Rico
Republic of Marshall
Islands
U.S. Virgin Islands
Total Unique States
(N=11)
Total All Regular
and Unique States
(N=61)
States
Reporting
Commonwealth of
Northern Marianna
Islands
States
40
1
X
-
-
-
-
-
-
-
Reporting
Some Data by
Grade and Test
13
0
-
-
-
-
-
-
-
-
-
Grades Merged
for One or More
Tests
23
3
X
-
X
-
-
-
X
-
-
Merged Tests
for One or
More Grades
27
3
X
-
-
-
-
-
X
-
-
Merged
Grades
and Test
0
0
-
-
-
-
-
-
-
-
Unclear
Method
7
7
X
X
X
X
X
X
0
20
2
X
1
22
1
X
2
9
1
X
3
3
0
4
0
0
Not
Clear
Number of Approaches Used
106
NCEO
-
X
X
X
X
-
X*
X*
X
X
X
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
-
X*
Arkansas
X
X*
Arizona
Kentucky
X
Alaska
Kansas
-
Alabama
Regular States
State
Percent
Proficient
-
X*
-
-
-
-
-
X
-
-
-
-
X
-
-
-
X
Percent
Proficient
Derived
-
-
-
X
-
-
-
X
-
-
-
-
-
-
-
X
-
Percent Not
Proficient
-
-
-
X
-
-
-
-
-
-
-
-
-
-
-
X
-
Number
Proficient
-
-
-
X
-
-
-
-
-
-
-
-
-
-
-
X
-
Number Not
Proficient
-
X*
-
X
-
-
-
-
X
-
-
X
-
-
-
-
X
Number by
Achievement
Level
Performance Data Reported for General Assessments
Table B-15. How Performance was Reported in States for the General Assessments, 2011-2012
(Note: There is an asterisk after the state name if the state did not report data by grade and test.1)
X
X*
X*
X
X
X*
X*
X
X
-
X
X
X
X*
X*
-
X
Percent by
Achievement
Level
-
-
-
SD and mean
/median scale
score
-
Avg scale
score
-
-
Mean scale
score
Mean scale
score
Avg scale
score
-
-
-
-
X
-
Percentile
Rank
NCEO
107
X
X
X
-
X
X
X
-
-
X*
X
X*
X*
X
X
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
X
X
Massachusetts
Pennsylvania
X
Maryland
X*
X
Maine
Oregon
-
Louisiana
State
Percent
Proficient
-
-
-
-
-
-
-
-
X
X
-
-
-
X
-
-
-
-
-
X
X
Percent
Proficient
Derived
-
-
-
-
X*
-
X
-
X
-
-
-
-
X
-
-
X
-
-
-
-
-
-
-
X
-
-
X
-
-
Number
Proficient
-
-
X*
-
-
-
-
-
-
-
-
-
Percent Not
Proficient
-
-
-
-
-
-
X
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Number Not
Proficient
-
X
-
X
-
-
X
-
X
X
-
-
-
X
-
X*
-
-
X
X
Number by
Achievement
Level
Performance Data Reported for General Assessments
X
X
X
X
-
-
X
X*
X
X
X
X*
X
X
-
X*
X
X
X
X
Percent by
Achievement
Level
-
-
-
-
-
-
-
-
Mean scale
score
Mean scaled
score
Mean scale
score
-
-
Mean scale
score
-
-
Mean scale
score
-
-
Mean scale
score
Percentile
Rank
108
NCEO
X
-
X
X*
X
-
X
X
X*
-
X*
39
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
Total Regular
States (N=50)
-
X*
-
American Samoa
Bureau of Indian
Education
Commonwealth of
Northern Marianna Islands
Unique States
X
Rhode Island
State
Percent
Proficient
-
-
-
12
-
X*
-
-
-
X*
-
-
-
X
-
-
Percent
Proficient
Derived
-
-
-
11
X*
-
-
X
X
-
-
X
-
-
-
-
Percent Not
Proficient
-
-
-
7
-
-
-
X
-
-
-
-
-
-
-
-
Number
Proficient
-
-
-
5
-
-
-
X
-
-
-
X
-
-
-
-
Number Not
Proficient
-
-
-
20
-
-
-
X
X
-
X
X
X
-
-
X
Number by
Achievement
Level
Performance Data Reported for General Assessments
-
X*
-
43
X*
X*
-
X
X
X*
X*
X
X
X
X
X
Percent by
Achievement
Level
-
-
-
1
-
-
-
-
Avg scaled
SOL score
-
-
Avg scale
score
-
Raw score,
mean, and SD
Mean scale
score for
group and SD
Mean scale
score
Percentile
Rank
NCEO
109
1
X*
-
-
-
-
-
X
3
42
District of Columbia
Federated States
of Micronesia
Guam
Palau
Puerto Rico
Republic of Marshall Islands
U.S. Virgin Islands
Total Unique
States (N=11)
Total All Regular and Unique
States (N=61)
13
1
-
-
X*
-
-
-
-
-
Percent
Proficient
Derived
11
0
-
-
-
-
-
-
-
-
Percent Not
Proficient
8
1
X
-
-
-
-
-
-
-
Number
Proficient
5
0
-
-
-
-
-
-
-
-
Number Not
Proficient
20
0
-
-
-
-
-
-
-
-
Number by
Achievement
Level
46
3
X
-
X*
-
-
-
-
Percent by
Achievement
Level
Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades
-
U.S. Department
of Defense Education Activity
State
Percent
Proficient
Performance Data Reported for General Assessments
1
0
-
-
-
-
-
-
-
-
Percentile
Rank
110
NCEO
X
X
X
-
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
-
X*
Idaho
Massachusetts
X
Hawaii
X
-
Georgia
Maryland
X
X
Colorado
Florida
-
California
-
X*
Arkansas
X
X
Arizona
Connecticut
X
Alaska
Delaware
-
Alabama
Regular States
State
Percent
Proficient
X
-
X
X
-
-
-
-
-
-
-
-
X
-
-
-
-
X
-
-
-
-
-
-
-
X
-
Percent Not
Proficient
-
-
-
-
X
-
-
X
-
X
-
-
-
X
Percent Proficient Derived
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
X
-
Number
Proficient
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
X
-
Number Not
Proficient
Performance Data Reported for AA-AAS
X
X
X
X
-
X
-
-
-
-
-
-
-
-
-
X
-
-
-
-
X
Number by
Achievement
Level
X
X
X
X
X
X
X*
-
X
-
X
X
-
X
X
X
X
X*
X
-
X
Percent by
Achievement
Level
Table B-16. How Performance was Reported in States for the Alternate Assessments Based on Alternate Achievement Standards Used for
Title I Accountability, 2011-2012
(Note: There is an asterisk after the state name if the state did not report data by grade and test.1)
NCEO
111
X
X
X*
X
X
X
X
X
X*
X*
X
X
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
-
New Hampshire
New York
X
X
Nevada
-
X
Nebraska
X*
X
Montana
New Jersey
-
Missouri
New Mexico
X
X
Mississippi
-
X*
-
X
-
-
-
-
X
-
-
-
-
-
-
-
-
-
-
X
-
-
X
Minnesota
-
X
Percent Proficient Derived
Michigan
State
Percent
Proficient
X
-
-
X
-
-
-
-
-
-
-
-
-
-
-
-
-
-
X
-
-
-
-
-
X
-
-
-
-
-
-
-
-
X
-
Number
Proficient
-
X*
-
-
-
X
-
-
X*
-
-
-
-
-
Percent Not
Proficient
-
-
-
X
-
-
-
-
-
-
-
-
-
-
X
-
-
-
-
-
-
-
-
-
-
Number Not
Proficient
Performance Data Reported for AA-AAS
X
-
X
X
-
-
-
X
X
X
-
X
-
-
X
-
-
X
-
-
-
X
-
X*
-
Number by
Achievement
Level
X
X*
X*
X
X*
X
X
X
X
X
-
X
X*
X
X
X*
X
X
X
X*
X
X
-
X*
X
Percent by
Achievement
Level
112
NCEO
X*
34
Wisconsin
Wyoming
Total Regular States (N=50)
-
X*
X*
X
3
37
Bureau of Indian Education
Commonwealth of Northern
Marianna Islands
U.S. Department of Defense
Education Activity
District of Columbia
Federated States of Micronesia
Guam
Palau
Puerto Rico
Republic of Marshall Islands
U.S. Virgin Islands
Total Unique States (N=11)
Total All Regular and Unique
States (N=61)
16
1
X
-
-
-
-
-
-
-
-
American Samoa
-
15
-
X
-
-
Percent Proficient Derived
9
0
-
-
-
-
-
-
-
-
-
-
-
9
X*
-
-
X
Percent Not
Proficient
6
1
X
-
-
-
-
-
-
-
-
-
-
5
-
-
-
X
Number
Proficient
4
0
-
-
-
-
-
-
-
-
-
-
-
4
-
-
-
X
Number Not
Proficient
Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by
test and merging grades.
1
-
West Virginia
Unique States
X
X*
Washington
State
Percent
Proficient
Performance Data Reported for AA-AAS
19
0
-
46
3
X
-
X
-
-
-
-
-
-
-
X*
-
43
X*
X
-
X
Percent by
Achievement
Level
-
-
-
-
-
-
-
-
19
-
-
-
X
Number by
Achievement
Level
Table B-17. Accommodations Data Reported for Students with Disabilities on General Assessments
2012-2013
Participation
and Performance
Reported
Reported
Participation
Reported
Performance
Alaska
No
Yes
Alabama
Yes
Yes
Arkansas
No
No
Arizona
Yes
Yes
California
No
No
Colorado
Yes
Yes
Connecticut
Yes
No
Delaware
No
No
Florida
Yes
Yes
Georgia
No
No
X
Hawaii
No
No
X
Iowa
Yes
Yes
Idaho
No
No
Regular States
Participation Only
Reported
No Publicly
Reported
Data Found
X
X
X
X
X
X
X
X
X
X
X
Illinois
No
No
Indiana
Yes
Yes
X
Kansas
Yes
Yes
X
Kentucky
Yes
Yes
X
Louisiana
No
No
Massachusetts
Yes
No
X
Maryland
Yes
No
X
Maine
Yes
No
X
Michigan
Yes
Yes
Minnesota
No
No
Missouri
Yes
Yes
Mississippi
Yes
No
Montana
No
No
North Carolina
Yes
Yes
North Dakota
Yes
No
X
Nebraska
Yes
No
X
New Hampshire
Yes
No
New Jersey
Yes
Yes
New Mexico
No
No
Nevada
Yes
Yes
New York
No
No
Ohio
Yes
Yes
NCEO
Performance Only
Reported
X
X
X
X
X
X
X
X
X
X
X
X
X
X
113
Participation
and Performance
Reported
Reported
Participation
Reported
Performance
Oklahoma
No
No
Oregon
No
Yes
Pennsylvania
Yes
No
X
Rhode Island
Yes
No
X
South Carolina
No
No
X
South Dakota
No
No
X
Tennessee
No
No
X
Texas
Yes
Yes
Utah
Yes
No
Virginia
No
No
X
Vermont
No
No
X
Washington
Yes
Yes
Wisconsin
No
No
West Virginia
Yes
No
Wyoming
No
No
X
American
Samoa
No
No
X
Bureau of
Indian Affairs
No
No
X
Commonwealth
of Northern
Mariana Islands
No
No
X
District of
Columbia
Yes
No
U.S. Department
of Defense Education Activity
No
No
X
Federated
States of Micronesia
No
No
X
Guam
No
No
X
Palau
No
No
X
Puerto Rico
No
No
X
Republic of
Marshall
Islands
No
No
X
U.S. Virgin
Islands
Yes
Yes
Regular States
Participation Only
Reported
Performance Only
Reported
No Publicly
Reported
Data Found
X
X
X
X
X
X
X
Unique States
114
X
X
NCEO
Regular States
Total States
NCEO
Reported
Participation
Reported
Performance
Participation
and Performance
Reported
Participation Only
Reported
Performance Only
Reported
No Publicly
Reported
Data Found
30
19
17
13
2
29
115
NCEO is an affiliated center of the Institute on Community Integration