NAEP national samples in science and mathematics assessments were split between settings in which testing accommodations were not allowed and settings in which they were.
This enabled the program to accomplish three key goals: to maintain data trends to the past, to study the effects of providing assessment accommodations, and to begin new trend baselines in which accommodations were allowed.
Only a small number of states included a smaller percentage of students in the 2011 NAEP mathematics assessments than in 2009.
Inclusion rates decreased by more than 1 percentage point for 3 of 52 jurisdictions at each grade.
In 1998, accommodations were allowed for all students in subjects in which new trend lines were being introduced (writing and civics).
In reading, the split-sample design was continued (and expanded to the state NAEP samples) to allow comparability to the past and to ensure that a new trend line was started.
A student identified on the Administration Schedule as having a disability (SD), that is, a student with an Individualized Education Program (IEP) or equivalent classification, should be included in the NAEP assessment unless: The goal of all these activities was to ensure that NAEP samples would be as representative as possible, and that high percentages of sampled students would and could participate.
Despite the increasing identification of SD and ELL students in some states, in particular of ELL students at grade 4, NAEP inclusion rates have generally remained steady or increased since 2003.
Refer to the Technical Notes for more details about how the margin of error was used in these calculations, and read more about inclusion in the most recent study, Measuring Status and Change in NAEP Inclusion Rates of Students with Disabilities.
See inclusion rates for mathematics and reading, and note that jurisdictions having inclusion rates higher than or not significantly different than the goal of 95% are identified with footnote 1.
(NAEP's guidelines to schools for determining which students should participate in the assessment were also revised.) The program allowed almost all accommodations that students received in their usual classroom testing.
Before the 2005 assessment (when the selection process was detailed in a series of questions), guidelines were specified by NAEP.