Yi-Chen Wu, Kristin K. Liu, and Sheryl S. Lazarus
February 2021
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Wu, Y.-C., Liu, K. K., & Lazarus, S. S. (2021). 2017-2018 APR snapshot #22: State assessment participation and performance of students receiving special education services. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
This brief provides a snapshot of the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data for the 2017-18 school year, we present information on participation and performance in reading and mathematics statewide assessments administered to students in grades 3-8 and high school. Grade 8 data are highlighted in this snapshot brief. For data from grades 3-7 and high school, click on the images below the grade 8 data.
We present data for the 50 regular states and the 10 unique states (American Samoa, Bureau of Indian Education, District of Columbia, Federated States of Micronesia, Guam, Northern Marianas, Puerto Rico, Republic of Palau, Republic of The Marshall Islands, and Virgin Islands). Figures displaying statewide assessment data for other grades are provided in this report following each figure. Data tables for all grade levels are available at nceo.info/Resources/publications/APRsnapshot/data.
Calculations for this brief used only data available through state-submitted Annual Performance Reports (APRs). Thus, the denominator for calculating participation and proficiency rates was the number of enrolled students with disabilities. The number of enrolled students was calculated by adding together the number of students with disabilities participating in each of a state’s assessments, plus any students with medical exemptions and any students who did not participate in an assessment. Typically, the state assessments included the general assessment and the alternate assessment based on alternate academic achievement standards (AA-AAAS). The number of enrolled students with disabilities was calculated separately for reading and mathematics assessments for each grade level.
Throughout this brief, we use the term “students with disabilities” to refer to students receiving special education services. Thus, students on 504 accommodation plans are not included in these analyses.
Participation and proficiency rates for reading and mathematics assessments in all grade levels were calculated by type of assessment regular state and unique state). In the IDEA data set (https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/part-b-data/assessment/bassessment2017-18.csv), there were four possible data conditions for each state and each content area, for both the general assessment and AA-AAAS. These conditions were: (a) data were not available; (b) data were reported; (c) data were reported but were suppressed for data quality concerns; and (d) data were reported but were suppressed because of the small number of students. Regular states were excluded from our analysis if they met one of the following criteria:
We adjusted these criteria for unique states by eliminating criterion 2. Unique states were included if they provided data for either the general assessment or the AA-AAAS, as well as if they provided data for both.
In 2017-18, students with disabilities could participate in the general assessment or in an AA-AAAS. Forty-seven regular states reported valid data in grade 8 reading assessments for both general assessments and the AA-AAAS (see Figure 1). The three states not included in our analysis either (a) reported participation data for the AA-AAAS, but the general assessment data were suppressed due to quality issues (one state) , or (b) did not provide any participation data (two states).
Overall participation rates of students with disabilities in statewide grade 8 reading assessments in the regular states in 2017-18 are presented in Figure 1. Only those states reporting participation for both the general and alternate assessments were included (n=47). Across the states with data we could include, reading assessment participation rates (general and alternate) ranged from 66.9% to 100.0% of students with disabilities, with the average participation rate being 95.4%.
Looking at individual assessment participation rates, AA-AAAS participation varied from 5.1% to 16.5% of all tested students with disabilities (including those in the general assessments). The average AA-AAAS participation rate across states was 9.3% of students with disabilities.
The large variation in the percentages of students with disabilities participating in the AA-AAAS resulted in considerable differences across states in general assessment participation rates of students with disabilities. Participation rates for students with disabilities in general reading assessments varied from 58.8% to 93.0% of all tested students with disabilities, with an average of 86.1% participating in the general reading assessment at grade 8. The average participation rate was higher at lower grade levels and lower at higher grade levels (see links below to access data for other grade levels).
Figure 1. 2017-18 Participation Rates for Eighth Grade Students with Disabilities in Reading Assessments for Regular States (N = 47)
Grades 3 - 7 and High School Reading. Click the images to enlarge.
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| Grade 3 | Grade 4 | Grade 5 | Grade 6 |
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| Grade 7 | Grade HS |
Eight out of 10 unique states reported at least some reading assessment data for eighth grade students with disabilities (see Figure 2). Five states reported data for students taking both the general reading assessment and the AA-AAAS. Two states reported data only for the general assessment. One state only reported participation data for the AA-AAAS.
Overall participation rates of students with disabilities in grade 8 reading assessments (both general and AA-AAAS) in unique states that reported data (n=8) varied from 82.7% to 100.0% (see data available at www.cehd.umn.edu/nceo/APRsnapshot/data).
Participation rates specifically for the reading AA-AAAS at grade 8 varied widely, with 0% to 21.9% of students with disabilities taking this assessment in 2017-18. Similar to the participation rate patterns in the regular states, most students with disabilities in the unique states took the general reading assessment in that year. A range of 70.3% to 100.0% of students with disabilities took the general reading assessment in grade 8.
Figure 2. 2017-18 Participation Rates for Eighth Grade Students with Disabilities in Reading Assessments for Unique States (N = 8)
Grades 3 - 7 and High School Reading. Click the images to enlarge.
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| Grade 3 | Grade 4 | Grade 5 | Grade 6 |
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| Grade 7 | Grade HS |
Forty-eight states provided mathematics participation rates for students with disabilities for both the general assessment and the AA-AAAS (see Figure 3). The other two states did not have data available for either assessment.
Overall participation of students with disabilities in statewide grade 8 mathematics assessments in the regular states is presented in Figure 3. Total participation rates across both the general assessment and the AA-AAAS ranged from 66.1% to 99.9% of eighth grade students with disabilities in the 48 regular states with math participation data.
In the 48 states with data, most 8th grade students with disabilities (an average of 86.0%) took the general mathematics assessment. Participation rates varied widely, with a range of 58.2% to 92.9% of students with disabilities taking the general mathematics assessment in 2017-18. For the mathematics AA-AAAS, the participation of 8th grade students with disabilities ranged from 5.1% to 17.1% in 2017-18, with an average of 9.2% across states.
Figure 3. 2017-18 Participation Rates for Eighth Grade Students with Disabilities in Mathematics Assessments for Regular States (N = 48)
Grades 3 - 7 and High School Mathematics. Click the images to enlarge.
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| Grade 3 | Grade 4 | Grade 5 | Grade 6 |
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| Grade 7 | Grade HS |
As shown in Figure 4, eight out of 10 unique states reported participation data for grade 8 mathematics assessments. Five unique states reported both general and AA-AAAS mathematics participation. Two states reported only participation in the regular mathematics assessment. One of the eight states reported only participation data for the AA-AAAS.
Figure 4 highlights overall participation rates of students with disabilities in grade 8 mathematics assessments (both regular and AA-AAAS) in unique states. Overall mathematics assessment participation rates in states reporting data (N = 8) varied from 83.2% to 100.0% of students with disabilities (see data available at nceo.info/Resources/publications/APRsnapshot/data).
Similar to regular state participation patterns, most students with disabilities in unique states took the general mathematics assessment in 2017-18. States with data on the general assessment reported a range of 70.3% to 100.0% participation in the general mathematics assessment at the 8th grade level. Participation rates for 8th grade students with disabilities specifically taking the math AA-AAAS in unique states ranged from 0% to 21.9%.
Figure 4. 2017-18 Participation Rates for Eighth Grade Students with Disabilities Taking Mathematics Assessments for Unique States (N = 8)
Grades 3 - 7 and High School Mathematics. Click the images to enlarge.
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| Grade 3 | Grade 4 | Grade 5 | Grade 6 |
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| Grade 7 | Grade HS |
Table 1 presents the average participation rates for the states included in the analysis, by content area and grade level as well as by regular and unique states. Results show that participation rates decreased as grade level increased for the regular states. Participation rates were higher at the elementary school level, compared to middle school and high school levels for the regular states. No trend in participation across grades was evident in the unique states.
Table 1. The Average Participation Rates by Content Area, Grade level, and State Type
| Content Area | State Type | Grade level | ||||||
|---|---|---|---|---|---|---|---|---|
| 3 | 4 | 5 | 6 | 7 | 8 | HS | ||
| Reading | Regular State | 96.7% | 96.8% | 96.9% | 96.4% | 95.9% | 95.4% | 92.4% |
| Unique State | 88.9% | 90.5% | 93.5% | 89.7% | 89.6% | 94.5% | 85.5% | |
| Math | Regular State | 96.8% | 96.8% | 96.8% | 96.3% | 95.8% | 95.2% | 92.1% |
| Unique State | 90.9% | 87.7% | 93.3% | 89.5% | 90.6% | 94.7% | 84.0% | |
In total, 46 regular states were included in the analysis of reading proficiency for 8th graders with disabilities who took either the general assessment or the AA-AAAS. The four regular states not included were excluded for various reasons. For two of these four excluded states, proficiency data were not available. For another excluded state, proficiency data were suppressed for both the general assessment and AA-AAAS because of data quality concerns. For the other state, data were excluded because the proficiency data were suppressed for general assessment data even though the AA-AAAS data were available.
Figure 5 shows states with available data ordered according to the percentage of 8th grade students with disabilities who scored proficient or above on a reading assessment in 2017-18. Overall reading assessment proficiency rates, across the general assessment and AA-AAAS, ranged from 5.5% to 41.6% of students with disabilities achieving proficient or higher on one of the two types of reading assessments. The average overall reading proficiency rate for 8th graders with disabilities was 15.3% across states. Two states reported overall proficiency rates of more than 30%, and one of these reported a total proficiency rate of more than 40%.
Proficiency rates on the general assessment varied from 2.5% to 33.3%. An average of 10.5% of students with disabilities scored at or above the proficient level on regular grade 8 reading assessments in 2017-18. For 8th grade students with disabilities taking the reading AA-AAAS in 2017-18, a range of 1.1% to 13.7% of students scored proficient or above. Across states, an average of 4.8% of the students scored proficient or above on the AA-AAAS.
Figure 5. Percentage of Eighth Grade Students with Disabilities Who Scored Proficient or Above on Reading Assessments for Regular States in 2017-18 (N = 46)
Grades 3 - 7 and High School Reading. Click the images to enlarge.
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| Grade 3 | Grade 4 | Grade 5 | Grade 6 |
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| Grade 7 | Grade HS |
Five unique states were included in the analysis of proficiency information for at least one reading assessment (see Figure 6). Only two of these five states had proficiency rates calculated for both the general reading assessment and the reading AA-AAAS. The other three states reported proficiency data for only one reading assessment. In these three states, either the general assessment or AA-AAAS data were suppressed to protect student privacy, with small numbers of students tested. The other five unique states were not included in Figure 5 for a variety of reasons. One state did not report proficiency data for either the general assessment or the AA-AAAS. Two states’ data were suppressed for both the general reading assessment and the AA-AAAS due to small numbers of students who scored at or above proficient. One state did not report performance information for the general assessment and its performance data were suppressed for the AA-AAAS due to small numbers of students who scored at or above proficient. For the last state, data for both assessments were suppressed due to data quality concerns.
Figure 6 presents proficiency rates for 8th grade students with disabilities in the five unique states included in the analysis of percent proficient for the general reading assessment or reading AA-AAAS in 2017-18. States are ordered according to the percentage of students who were proficient or above on the general reading assessment. Overall reading proficiency rates across the two types of assessments varied from 4.0% to 31.7% of students with disabilities (see data available at nceo.info/Resources/publications/APRsnapshot/data).
The three states providing proficiency data on the reading AA-AAAS reported that a range of 1.3% to 7.8% of all 8th grade students with disabilities (including those taking the general assessment) were proficient or above. The average was 4.1%.
The unique states reporting 8th grade student proficiency on the general reading assessment indicated that a range of 3.8% to 31.7% of students were proficient. The average was 14.9%.
Figure 6. Percentage of Eighth Grade Students with Disabilities Who Scored Proficient or Above on Reading Assessments for Unique States in 2017-18 (N = 5)
Grades 3 - 7 and High School Reading. Click the images to enlarge.
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| Grade 3 | Grade 4 | Grade 5 | Grade 6 |
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| Grade 7 | Grade HS |
A total of 46 regular states were included in the analysis of mathematics assessment proficiency data for 2017-18. Forty-five of the 46 states had performance data for both general assessments and the AA-AAAS. One of the forty-six states had performance data for the general assessment, but AA-AAAS performance data were suppressed due to small numbers of students who scored at or above proficient in that assessment. The four states not included in our analyses were excluded for various reasons. Two of these states did not make data available for both the general assessment and the AA-AAAS. The proficiency data for the other two states were suppressed due to data quality issues for both the general assessment and the AA-AAAS.
Figure 7 shows the 2017-18 mathematics performance of 8th graders with disabilities in regular states ordered according to the percentage of students scoring proficient or above on the mathematics general assessment.
In the regular states reporting overall proficiency data (including both the general assessment and the AA-AAAS), the percentage of 8th grade students with disabilities scoring proficient or above ranged from 3.2% to 29.3% in 2017-18. The average was 11.8% scoring proficient or above, which was lower than the reading proficiency rate (15.3%). Seven states reported that more than 20% of 8th graders with disabilities scored proficient or above and three states reported that more than 25% of students with disabilities were proficient.
Proficiency rates on the mathematics general assessment varied from 2.3% to 23.6%. An average of 8.1% of students with disabilities scored at or above the proficient level.
For 8th grade students with disabilities participating in the mathematics AA-AAAS, between 0.1% and 12.7% were proficient or above. The average rate was 3.8%.
Figure 7. Percentage of Eighth Grade Students with Disabilities on Mathematics Assessments Who Scored Proficient or Above for Regular States in 2017-18 (N = 46)
Grades 3 - 7 and High School Mathematics. Click the images to enlarge.
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| Grade 3 | Grade 4 | Grade 5 | Grade 6 |
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| Grade 7 | Grade HS |
Of the ten unique states, five were included in the analysis of mathematics proficiency for 8th graders with disabilities on at least one assessment. Only two of these five unique states calculated mathematics assessment proficiency rates for both the general assessment and the AA-AAAS. Another two states had performance data only for the mathematics AA-AAAS because data from the general mathematics assessment were suppressed due to small numbers of students with disabilities scoring at or above proficient. The fifth state had performance data only for the general mathematics assessment; its mathematics AA-AAAS data were suppressed due to small numbers of students with disabilities scoring at or above proficient.
The five unique states excluded from the proficiency analysis were excluded for several reasons. One state did not report proficiency data for either the general assessment or the AA-AAAS. Two unique states’ data were suppressed due to small numbers of students who scored at or above proficient for both the general assessment and the AA-AAAS. A fourth unique state did not report performance information for the general assessment, and its performance data were suppressed for the AA-AAAS due to small cell size. Finally, the data from the fifth unique state were suppressed because of data quality concerns for both assessments.
Overall, a range of 2.5% to 31.7% of 8th grade students with disabilities in unique states scored proficient or above on the mathematics general assessment and AA-AAAS (see data available at www.cehd.umn.edu/nceo/APRsnapshot/data). The average was 12.6%
The three unique states reporting valid 8th grade mathematics proficiency rates on their general assessments indicated that 3.1% to 31.7% of all students with disabilities scored proficient or above, with an average rate of 13.4%.
In the four unique states with mathematics AA-AAAS proficiency data, the percentage of students scoring proficient or above ranged from 1.0% to 15.6% of all tested students with disabilities. The average rate was 5.8%.
Figure 8. 2017-18 Performance Trends for Eighth Grade Students with Disabilities on Mathematics Assessments for Unique States (N = 5)
Grades 3 - 7 and High School Mathematics. Click the images to enlarge.
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| Grade 3 | Grade 4 | Grade 5 | Grade 6 |
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| Grade 7 | Grade HS |
Table 2 presents the average percent proficient for the states included in the analysis by content area and grade level, as well as by regular and unique states. Results show that the percent proficient decreased as grade level increased for the regular states. The percent proficient generally was higher at the elementary school level, compared to middle school and high school levels, for both regular states and unique states.
Table 2. The Average Percent Proficient by Content Area, Grade level, and State Type
| Content Area | State Type | Grade level | ||||||
|---|---|---|---|---|---|---|---|---|
| 3 | 4 | 5 | 6 | 7 | 8 | HS | ||
| Reading | Regular State | 22.0% | 21.2% | 19.4% | 16.4% | 16.1% | 15.3% | 17.8% |
| Unique State | 28.5% | 18.4% | 16.6% | 13.5% | 13.4% | 14.4% | 15.1% | |
| Math | Regular State | 24.9% | 21.2% | 17.3% | 13.5% | 12.6% | 11.8% | 11.5% |
| Unique State | 29.9% | 24.3% | 16.0% | 7.9% | 6.2% | 12.6% | 10.5% | |
This brief presents a snapshot of the reading and mathematics participation and performance of students with disabilities in grades 3-8 and high school. The text highlights the participation and performance of 8th grade students with disabilities on their states’ reading and mathematics assessments in 2017-18. (Supplementary tables provide data for other grade levels.) The majority of regular states (n=47 for reading and n=46 for mathematics) and unique states (n=7) had participation data for students taking both reading and mathematics assessments.
Slightly fewer states had performance data for students with disabilities taking general assessments and AA-AAAS. Forty-four regular states had proficiency data for grade 8 reading assessments, and 45 regular states had proficiency data for grade 8 math assessments. Only two unique states had proficiency data for both reading and mathematics assessments. Variability identified in participation and performance rates reflects the differences in the state assessment systems themselves, including where the proficient cuts were set and the rates of students participating in the AA-AAAS.
Generally, overall mathematics assessment proficiency rates were lower than proficiency rates for reading assessments for students in regular states.
In most of the regular states, students with disabilities at the earlier grade levels generally showed higher rates of proficiency on state mathematics assessments compared to their performance on state reading assessments. However, as the grade level increased, more states’ students with disabilities showed higher proficiency rates in reading than in math. This same pattern was found in previous years’ APR snapshots (Thurlow & Wu, 2016, 2018; Wu & Thurlow, 2017, 2019). However, in the 2017 and 2019 NAEP results (The Nation’s Report Card, n.d.-a, n.d.-b, n.d.-c, n.d.-d), more students with disabilities scored at or above the NAEP proficient performance at the lower grades compared to the higher grades on reading (e.g., 12% at grade 4 and 9% at grade 8 in 2019) and mathematics (e.g., 17% at grade 4 and 9% at grade 8 in 2019).
It is apparent from this snapshot of the participation and performance of students with disabilities that examining their performance levels is more complicated than it is for students not receiving special education services. Complexity arises because there are participation and performance data from both the general assessment and an alternate assessment. Proficiency rates for students with disabilities vary across the different assessments offered within states. Looking only at the general assessment, it becomes apparent that the scores on this assessment are likely a major reason for that discrepancy (whereas performance on alternate assessments may be more consistent across content areas). This complexity is not necessarily reflected in public reports of participation and performance (Albus et al., 2019; Lazarus et al., 2016; Thurlow et al., 2017).
Albus, D., Liu, K., Thurlow, M., & Lazarus, S. (2019) 2017-18 publicly reported assessment results for students with disabilities and ELs with disabilities (NCEO Report 411). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Albus, D. A., Liu, K. K., Lazarus, S. S., & Thurlow, M. L. (2018). 2015-16 publicly reported assessment results for students with disabilities and ELs with disabilities (NCEO Report 407). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Albus, D., Liu, K. K., Thurlow, M. L., & Lazarus, S. S. (2019). 2016-17 publicly reported assessment results for students with disabilities and ELLs with disabilities (NCEO Report 411). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Lazarus, S. S., Thurlow, M. L., & Edwards, L. M. (2013). States' flexibility plans for phasing out the Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS) by 2014-15 (Synthesis Report 89). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
The Nation’s Report Card. (n.d.-a).NAEP Reading Report Card: National Achievement-Level Results (4th grade). Retrieved March 30, 2020, from https://www.nationsreportcard.gov/reading/nation/achievement/?grade=4
The Nation’s Report Card. (n.d.-b). NAEP Reading Report Card: National Achievement-Level Results (8th grade). Retrieved March 30, 2020, from https://www.nationsreportcard.gov/reading/nation/achievement/?grade=8
The Nation’s Report Card. (n.d.-c).NAEP Mathematics Report Card: National Achievement-Level Results (4th grade). Retrieved March 30, 2020, from https://www.nationsreportcard.gov/ mathematics /nation/achievement/?grade=4
The Nation’s Report Card. (n.d.-d). NAEP Mathematics Report Card: National Achievement-Level Results (8th grade). Retrieved March 30, 2020, from https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8
Thurlow, M. L., & Wu, Y.-C. (2018). 2015-16 APR snapshot #16: State assessment participation and performance of students receiving special education services. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Wu, Y.-C., & Thurlow, M. L. (2017). 2014-2015 APR snapshot #13: State assessment participation and performance of students receiving special education services. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Wu, Y.-C., & Thurlow, M. L. (2019). 2016-2017 APR snapshot #19: State assessment participation and performance of students receiving special education services. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.