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
[email protected]. 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
