NCEO Report 405

2014-15 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities

Martha L. Thurlow, Deb A. Albus, and Sheryl S. Lazarus

May 2017

All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as:

Thurlow, M. L., Albus, D. A., & Lazarus, S. S. (2017). 2014-15 publicly reported assessment results for students with disabilities and ELs with disabilities (NCEO Report 405). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

 

Table of Contents


Executive Summary

This is the eighteenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. The 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), as well as the Individuals with Disabilities Education Act (IDEA), continues to require states to disaggregate participation and performance data at the state level for all students and student subgroups.

This report presents information on publicly reported participation and performance data for students with disabilities 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 2014-15 school year, 42 of the 61 states reported participation and performance data for students with disabilities for all general assessments, and 37 states reported these data for all alternate assessments based on alternate achievement standards (AA-AAS) that were used for the Title I accountability system. During this school year, many states were field-testing new assessments for either their general consortia assessments or alternate consortia assessments. Therefore, the reporting of assessment data was affected to some degree for this reporting cycle. Information about state assessments not used for Title I is also presented.

Information on public reporting for English Learners (ELs) with disabilities is also included in this report. Only 3 states reported both participation and performance for ELs with disabilities for the general assessment. But, as in previous years, more states (N=12) reported these same data for ELs 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. Thirty-nine states reported student performance by achievement level, and 37 reported the percent proficient.

The public reporting of data will continue to be an essential part of accountability systems. It is anticipated that states will continue to refine how they report 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. This includes not relying on a login code to access otherwise public data if confidentiality of individual students is not jeopardized. It also includes allowing users to see comparisons across grades rather than requiring users to generate individual data for each grade through custom report generators. The ideal is to offer both ways to access data.
  6. Provide reports in a format that is user-friendly for the general public rather than relying on technical reports to be the sole type of public reporting for student data.

Overview

Under the 2015 reauthorization of the Elementary and Secondary Education Act (ESEA) and the continuation of the Individuals with Disabilities Education Act (IDEA) of 2004, the requirement continues for states that receive federal funding, including unique states, to report reading, mathematics, and science assessment data to the federal government for all students and student subgroups. States also are required to report these data to the general public. In the 2014-15 school year many states were field-testing new assessments. Therefore, the reporting of assessment data was affected to some degree for this reporting cycle. States report these data online to the public in several ways, including as state report cards, state assessment reports, and customized data reports generated on state education websites (Albus, Lazarus, & Thurlow, 2014; Lazarus, Albus, & Thurlow, 2016).

The purpose of this report is to examine the extent to which states reported 2014-15 assessment 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 assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. Additionally, the report summarizes the extent that states report participation and performance for English learners (ELs) with disabilities. It also examines the public reporting of accommodated student data for any student subgroup.

The National Center on Educational Outcomes (NCEO) has tracked and analyzed public reporting for the students with disabilities subgroup for more than 15 years. In 2013-14, the total number of regular and unique states reporting disaggregated participation and performance data online for students with disabilities was 45 states (Lazarus, Albus, & Thurlow, 2016). This showed a decrease of 7 states from the 52 that reported these data in the previous year, 2012-13. Prior to 2012-13, the number had been 49 states in 2011-12, 53 states in 2010-11, and 46 states in 2008-09 and 2007-08 (Albus, Lazarus & Thurlow, 2015; Albus & Thurlow, 2013; Thurlow, Bremer, & Albus, 2011; Albus, Thurlow, & Bremer, 2009). From 2002-03 to 2006-07, the number of states reporting participation and performance varied between 35 states and 39 states (Klein, Wiley, & Thurlow, 2006; Thurlow, Bremer, & Albus, 2008; Thurlow & Wiley, 2004; Thurlow, Wiley, & Bielinski, 2003; Wiley, Thurlow, & Klein, 2005; VanGetson & Thurlow, 2007).

In 2013-14, the number of states that reported disaggregated participation and performance data for alternate assessments based on alternate achievement standards (AA-AAS) was 48. During the past 10 years, the number of states reporting for the AA-AAS had been as high as 52 in 2012-13 and as low as 36 states in 2006-07 and 2007-08.


Method

Between January and March 2016, state department of education websites were searched for publicly available reports that disaggregated participation and performance data for students with disabilities for the 2014-15 school year (i.e., state assessment reports, state report cards, customized report generators, and other report formats). The Annual Performance Report (APR) that states submit for federal accountability was not included in the analysis.

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 regardless of whether they were used for the Title I accountability system, including those assessments designed for bilingual students or ELs that were either general or alternate assessments.

Individual state summary tables were prepared for verification using the information gathered about how states reported participation and performance. These verification materials were sent to state assessment directors and state directors of special education in July 2016. Twelve regular states and one unique state responded to the verification request. After the verification was completed, the information on how and whether states reported participation and performance was summarized and additional information on participation rates and proficiency rates were analyzed. 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.

Different types of assessments are given in states to serve 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 found 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, assessments were 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 significant cognitive disabilities to measure content area performance for Title I accountability, or for exit or diploma purposes. AA-AAS may include end-of-course assessments for states that have them.

For the few states that administer additional types of alternate assessments, such as those using modified achievement standards or grade-level achievement standards, we provide only basic information on how they reported those data.

Changes in policies for reporting data to the U.S. Department of Education over time, as well as adjustments in our own criteria, which narrowed after 2004-05, likely have affected the numbers of states counted as reporting on the general assessment and AA-AAS across years. 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 in this report. The first section presents information about how states reported participation and performance data for students with disabilities for general and alternate assessments used for Title I accountability as well as those assessments not used for Title I accountability. It also examines how the same data were reported for ELs with disabilities. The second section describes the approaches states used to report participation data for general assessments. 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 math, including information about average achievement gaps. The final section presents information about the public reporting of the use of accommodations on state assessments.


How States Reported Participation and Performance Data

General Assessment Data for Students with Disabilities

Figure 1 shows that 42 of the 61 regular and unique states reported participation and performance for all general assessments used for Title I accountability for students with disabilities. Sixty-nine percent of states reported participation and performance for all general assessments, 7 percent reported participation and performance for some general assessments, and 16 percent had no publicly reported data. Five percent (3 unique states) had no general assessments used for Title I. States with "no information found" differed from states without reported data found in that no assessment information or documents were found for general students in those states.

Figure 2 shows how each state reported the participation and performance of students with disabilities for the general assessment. The map shows that most states had full reporting of participation and performance for students with disabilities on general assessments used for Title I accountability. For details, see Table B-1 in Appendix B.

Figure 1. Extent of Reporting of General Assessment Data for Students with Disabilities Used for Title I [N=61]

Figure 1 Pie Chart

Figure 2. States Reporting 2014-15 Disaggregated Participation or Performance Data for Students with Disabilities on General State Assessments Used for Title I*

Figure 2 Map of United States

States also reported participation and performance for students with disabilities on general assessments not used for the Title I accountability system. Figure 3 shows that thirty-five states only had general assessments used for Title I. We examined reporting for the remaining 26 states Figure 3 shows that of the 24 states that had general assessments not used for Title I, 6 states reported participation and performance data for all tests, 1 reported these data for some tests, and 17 states did not publicly report data.

Figure 4 presents participation and performance reporting by state for general assessments not used for Title I. This map shows that only a handful of states publicly reported participation and performance for these assessments. For details, see Table B-2 in Appendix B.

Figure 3. Extent of Reporting of General Assessment Data for Students with Disabilities Not Used for Title I [N=61]

Figure 3 Pie Chart

Figure 4. States Reporting 2014-15 Disaggregated Participation or Performance Data for Students with Disabilities on General Assessments Not Used for Title I*

Figure 4 Map of United States

Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) Data for Students with Disabilities

This section presents 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. Figure 5 shows that 37 states reported both participation and performance data for all AA-AAS. This represents 60% of the states. Six states reported these data for some AA-AAS, and only one state reported performance only. The remaining states either had no AA-AAS used for Title I, had no publicly reported data found for AA-AAS, or no information was found about having an AA-AAS.

Figure 5. Extent of Reporting of AA-AAS Used for Title I [N=61]

Figure 5 Pie Chart

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=37) publicly reported participation and performance for students with disabilities for these assessments. For details, see Table B-3 in Appendix.

Figure 6. States Reporting 2014-15 Participation or Performance Data for Students with Disabilities on AA-AAS Used for Title I*

Figure 6 Map of United States

Assessment Data for ELs with Disabilities

Like their peers, most ELs with disabilities take general assessments. Only a small percentage take an AA-AAS. Figure 7 shows that 54 states did not report participation or performance for ELs with disabilities on general assessments used for Title I. Only three states reported both participation and performance data for all general assessments used for Title I. This represents 5% of the states.

Figure 7. Extent of States Reporting Data for ELs with Disabilities on General Assessments Used for Title I [N=61]

Figure 7 Pie Chart

Figure 8 presents the states that reported participation and performance data for ELs with disabilities on general assessments used for Title I. This map shows that very few states (N=3) publicly reported participation and performance data for ELs with disabilities on all general assessments. For details, see Table B-4 in Appendix B.

Figure 8. States Reporting 2014-15 Disaggregated Participation or Performance Data for ELs with Disabilities on General Assessments Used for Title I

Figure 8 Map of United States

For the 24 states that had general assessments not used for Title I, only 1 state reported participation and performance for ELs with disabilities (see B-5 in Appendix B for more details). The data are not graphed in this report.

Figure 9 shows that 12 states, or 20% of states, publicly reported participation and performance on all AA-AAS for ELs with disabilities. Another 6 states publicly reported these data for some of their AA-AAS. Thirty-eight states did not publicly report data for ELs with disabilities who participated in an AA-AAS.

Figure 9. Extent of States Reporting AA-AAS Data for ELs with Disabilities for Title I [N=61]

Figure 9 Pie Chart

Figure 10 shows the 18 states that reported participation and performance for ELs with disabilities on some or all of the AA-AAS used for Title I. For details, see Table B-6 in Appendix B.

Figure 10. States Reporting 2014-15 Disaggregated Participation or Performance Data for ELs with Disabilities on AA-AAS Used for Title I

Figure 10 Map of United States

Alternate Assessment Based on Modified Achievement Standards (AA-MAS) Data for Students with Disabilities and ELs with Disabilities

Alternate assessments based on modified achievement standards (AA-MAS) were an optional assessment used for Title I accountability until 2014-15, but a few states (n=3) continued to administer these assessments in their states. All three of the states with an AA-MAS in 2014-15 reported participation and performance data for that year, either separately or noted that the AA-MAS data were merged with data for the general assessment. For ELs with disabilities, two of the three states reported participation and performance disaggregated for ELs with disabilities separate from other assessment data. 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 ELs with Disabilities

According to the publicly available data on state assessments found, two states had an Alternate Assessment based on Grade-Level Achievement Standards (AA-GLAS). Both of these states reported participation and performance data for students with disabilities, and one reported these data for ELs. For details see Table B-8 in Appendix B.


Reporting Participation in 2014-15

States reported participation data for assessments in several ways. Figure 11 shows the approaches taken by 46 states (of the total 61 regular and unique states) that reported participation data. Thirty-seven states publicly reported the number of students tested and 28 states reported the percent of students participating in general assessments for the Title I accountability system. Only 6 states reported the percent of students with no scores; 11 states presented the number of students with no scores. Figure 11 includes data for 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-9 in Appendix B. For details about AA-AAS participation see Table B-10 in Appendix B.

Figure 11. States Reporting Participation by Students with Disabilities for General Assessments Used for Title I Accountability in 2014-15

Figure 11 Bar Chart

Figure 12 shows the participation rates for grade 8 mathematics for those states with this information reported by grade and test. Of the 28 states that reported on participation rates, 10 states reported these data with denominators based on students with disabilities in grade 8, an approach that could be compared (e.g., does not include rates of entire population or rates reported by accommodated status). See Appendix Table B-11 for the state abbreviation key.

Figure 12. Percentages of Students with Disabilities Participating in Middle School General Math Assessments in Those States with Reported Participation Rates by Grade Level in 2014-15

Figure 12 Bar Chart


General Assessment Performance Approaches for Students with Disabilities

States reported performance data in a variety of ways, such as the number or percent in each achievement level, percent proficient or not proficient, average scaled scores, or percentiles, for example. Figure 13 shows that the most common way that states reported performance data was by percent in each achievement level (n= 39). The next most frequent way was by percent proficient. The "other" category includes states that reported scaled scores, percentiles, or other types of scores. 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). Also, states could be counted more than once for the type of data reported, so the number does not total to 61 states. For additional details see Table B-12 in Appendix B. For details about AA-AAS performance see Table B-13 in the Appendix.

Figure 13. Number of States Reporting Performance in Different Ways for Students with Disabilities in 2014-15 General Assessments Used for Title I

Figure 13 Bar Chart


Selected Results of General Assessment Performance for Students with Disabilities

In this section the performance of students with and without Individualized Education Programs (IEPs) is compared for states that reported data for each of three representative grades (e.g., Grade 4, Grade 8, and high school) by the content areas of reading and mathematics. Figures 14 to 19 show the gaps between students with disabilities and a comparison peer group, with the solid line representing the gap between student groups. The comparison peer group varied by state, with some states reporting the performance of students without IEPs and others reporting the total student population that included students with IEPs.

Because the gaps were affected by whether a state used a comparison group of 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. 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, and shaded boxes indicate states that merged AA-MAS performance with general assessment data. See Appendix Table B-11 for the state abbreviation key.

Elementary School

Figures 14 and 15 present the results for Grade 4. Across the states, the smallest gap between students with IEPs and the comparison group for elementary reading was 16 percentage points, and the largest gap was 47 percentage points. For elementary mathematics, the gap ranged from 11 percentage points to 40 percentage points.

Figure 14. Percent Proficient for Elementary Reading*

Figure 14 Chart
Figure 14 Legend

Figure 15. Percent Proficient Elementary Mathematics*

Figure 15 Chart

Middle School

Figures 16 and 17 show the performance gaps for Grade 8 reading and mathematics. At the middle school level, for reading, gaps ranged from 18 percentage points to 54 percentage points. For mathematics, the gaps ranged from 11 percentage points to 48 percentage points.

Figure 16. Percent Proficient for Middle School Reading*

Figure 16 Chart

Figure 17. Percent Proficient Middle School Mathematics*

Figure 17 Chart

High School

Figures 18 and 19 show gaps for high school reading and mathematics. Grade 10 was used when more than one grade was tested. For reading, the gaps ranged from 21 percentage points to 54 percentage points; for mathematics the range is from 3 percentage points to 49 percentage points.

Figure 18. Percent Proficient for High School Reading*

Figure18 Chart

Figure 19. Percent Proficient for High School Mathematics*

Figure 19 Chart

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 areas and school levels across select years. There are limitations to this analysis in that the number of states with data fluctuates each year and the assessments a state uses may change over time. Further, 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 2006-07 through 2014-15. 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 until the present year, where math average gaps were much lower at the middle and high school levels compared to previous years, even though the number of states changed only slightly. For example, for elementary reading, the mean gap was 31 in 2006-07 and 2008-09, 34 in 2010-11, 35 in 2012-13, and 32 in 2014-15. But for middle and high school math, the gap ranged from 37 to 40 from 2006-07 to 2013-14, but was 28 or 29 in 2014-15.

Table 1. Gaps for Students with IEPs and Comparison Peer Group on General Assessments: Biannually from 2006-07 to 2014-15

Grade
Ranges
Mean Gaps for All States with Data1
2006-07 2008-09 2010-11 2012-13 2014-15
Gap Number
of States
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) 32 (32) 41 (42)
Middle School Reading 40 47 40 46 41 45 41 (41) 45 (48) 38 (38) 41 (42)
High School Reading 40 46 40 44 40 45 39 (38) 46 (49) 37 (36) 41 (42)
Elementary Math 29 47 28 46 30 45 32 (32) 45 (48) 29 (28) 41 (42)
Middle School Math 40 47 38 46 40 42 40 (39) 45 (48) 29 (29) 41 (42)
High School Math 38 44 37 44 40 43 37 (36) 46 (49) 28 (28) 42 (43)

1 Data in parentheses include the unique states. Data including the unique states were available only for 2012-13 and 2013-14. Prior analyses did not include the unique states.


Accommodations Data on Students with Disabilities

Figure 20 presents the number of regular and unique states that reported data for students with disabilities using accommodations on the general assessment, by whether the state reported participation, performance, or both. Only 20 states had any accommodations data reported, with 12 states reporting participation and performance, 7 states reporting participation only, and 1 state reporting performance only. See Appendix B-14 for specific state information shown in Figure 20.

Figure 20. Number of States Reporting Accommodations Data

Figure 20 Bar Chart


Summary and Conclusions

Extent of Public Reporting for Students with Disabilities

Thirty-three regular states, and two 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 in 2014-15. Forty-two of the 61 states reported both participation and performance for all general assessments and 37 reported similar data for the AA-AAS.

Of the 24 states with general assessments not used for Title I, only 6 states reported participation and performance and 1 additional state reported performance only. This is almost exactly the same number that reported these data compared to the prior year, where the same number reported participation and performance, but two states reported either participation or performance only, for all general assessments not used for Title I.

Extent of Public Reporting for ELs with Disabilities

The number of states that reported both participation and performance for ELs with disabilities decreased to three states from seven in 2013-14. For AA-AAS, 12 states reported participation and performance. This number dropped significantly from the 21 states that reported 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. One state reported participation and performance for ELs on general assessments not used for Title I, the same as last year.

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 2014-15. For participation in 2014-15, the most common way to report for regular and unique states on general assessments was in terms of the number assessed (37 states) and percent participating (28 states). For performance, the most common way for regular and unique states to report on general assessments was the percent of students in each achievement level (39 states) followed by percent proficient (37 states). 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 provided 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) or alternates based on grade-level achievement standards sometimes opted to merge those data with the general assessment data in public reporting for participation and performance. Because the AA-MAS has been phased out of most states that used them, it is anticipated that these data should become more transparent in future years. 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 persist. This report presented average achievement gaps for elementary, middle school, and high school levels. As in past reports, generally speaking, there were smaller overall gaps in elementary reading and mathematics than at the middle school and high school levels. There were a few states that did not fit this generalization. For example, one state had a gap of 3 percentage points in high school mathematics. At the middle school and high school levels, for reading and mathematics, the average gaps across states spanned from 28 percentage points to 38 percentage points for 2014-15.

There was a noticeable decrease in the average gap for middle and high school mathematics from previous years. Due to the many factors underlying achievement gaps, the reason for these specific changes in 2014-15 is not clear. Many states were field-testing or adopting new assessments in this time frame, which may have affected the publicly reported data, but there may be other factors also contributing to this shift in average gaps. In general, the different methods used to report data among states 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 had an AA-MAS, the percentage of students taking an AA-MAS in lieu of the general assessment, and how these data are reported.

Recommendations for Reporting

Many states have transitioned to new assessments based on College- and Career-Ready Standards, and states continue to shift in what assessments they are using. Given this backdrop, and flexibility in different approaches for accountability reporting, there may be further changes in how participation and performance data for students with disabilities and ELs 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 (Lazarus, Albus, & Thurlow, 2016), 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. This includes not relying on a login code to access otherwise public data if confidentiality of individual students is not jeopardized. It also includes allowing users to see comparisons across grades rather than requiring users to generate individual data for each grade through custom report generators. The ideal is to offer both ways to access data.
  6. Provide reports in a format that is user-friendly for the general public rather than relying on technical reports to be the sole type of public reporting for student data.

References

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.

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.

Lazarus, S. S., Albus, D., & Thurlow, M. L. (2016). 2013-14 publicly reported assessment results for students with disabilities and ELLs with disabilities (NCEO Report 401). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Thurlow, M., Bremer, C., & Albus, D. (2008). Goodnews 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.

U.S. 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.


Appendix A

Material Used for the Verification Process

1. Example letter to Assessment Director and Special Education Director.

The National Center on Educational Outcomes is examining statesí public reports for the 2014-2015 school year assessment results. Our goal is to:

(a) identify all components of each stateís 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 Title I.

We have reviewed your Web site for this information and have enclosed tables summarizing that review. Please verify all included information. Specifically, please return the tables that we have attached, noting your changes to them. Also, if there is additional publicly reported information available for your state, please provide us with the public document and/or website that contains the information. Address your responses to Deb Albus via email albus001@umn.edu.

If you have any questions about our request, please email Deb Albus or call at (612) 626-0323. Please respond by August 1, 2016. †

Thank you for taking the time to provide this information.

 

Martha Thurlow, Director NCEO

Deb Albus, Research Fellow, NCEO


Alabama

1. Reporting in State Assessments Summary

Please check the information below for accuracy and make edits as needed.

Assessments Grade Subject Areas Disaggregated Data Used for
Title I
Special Education ELLs with Disabilities
Participation Performance Participation Performance
ACT Aspire 3-8, 10 Reading, Math Yes Yes No No Yes
The ACT College
Readiness Test
11 English, Math, Reading,
Science
No No No No No
Alabama Science 5,7 Science Yes Yes No No Yes
Alabama Alternate
Assessment
3-8, 10-11 Reading, Math Science
(5,7)
Yes Yes Yes Yes Yes
ACT Plan 10 English, Math, Science Yes Yes No No Yes

2. Reporting on Students with Disabilities

How was participation and performance reported on the Title I assessments (general and alternate based on alternate achievement standards (AA-AAS))?

Note Yes, No, or NA (not applicable). If AA-AAS is merged with general, repeat the answer for general.

For Title I Assessments: Participation
Performance
Participation General AA-AAS Performance General AA-AAS
Number Enrolled/ Eligible to be Tested No No Percent Proficient No No
Number of Students Tested No No Percent Proficient Derived Yes Yes
Number of Students Not Tested No No Percent Not Proficient No No
Percent Participating in Test Yes Yes Number Proficient No No
Percent of Students Not Tested No No Number Not Proficient No No
Number of Students with Scores No No Number by Achievement Level No No
Number of Students with No scores No No Percent by Achievement Level Yes Yes
Percent of Students with No Scores No No Percentile Rank No No

3. If your state had an alternate based on modified achievement standards in 2014, how was participation reported? Not applicable

Accommodated Status Reporting

4. Did your state report accommodated status data for any population? List assessments or note NA, then answer Yes or No. Please note the report name or provide link if different from below.


List assessment and describe reporting Reported
Participation?
Reported
Performance?
On what assessment(s)? ACT Aspire and Alternate Assessment
Reporting Number of Students Tested by
accommodated and non-accommodated and
percent in each performance level
Yes Yes

Report name/Link to report/attach: 2013-2014 Participation and Performance of Students with IEPs Taking Assessments With and Without Accommodations

Participation and Performance Data for Students with Disabilities, English Language Proficiency Assessment (ELPA)

5. Disaggregated Data for the English Language Proficiency Assessment

ELPA Name Grade Reports Data for All Students Disaggregated Data for ELLs with Disabilities
Participation Performance
ACCESS for ELLs K-12 No No No

Appendix B

Data Tables

Table B-1. Participation and Performance Data for Students with Disabilities, General Assessment Used for Title I Accountability, 2014-2015

State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments
Used for Title I
Participation Performance Reporting Summary By State
Part. and Perf. All Tests Part. and Perf. Some Tests Perf. Only For All Tests No Publicly Reported Data Found
Regular States
Alabama ACT Aspire 3 to 8, 10-11 Reading, Math, Science (5, 7) Yes Yes Yes      
ACT Plan 10 English, Math, Science Yes Yes
Alaska Alaska Measures of Progress (AMP) 3 to 10 English Language Arts, Math Yes Yes Yes      
Standards Based Assessments 4, 8, 10 Science Yes Yes
Arizona Arizonaís Instrument to Measure Standards (AIMS and AIMS HS)

4, 8, HS

Science No No   Yes    
AZMerit 3 to 11, EoC Alg I, Alg II, Geometry, Math, English Language Arts Yes Yes
Arkansas Augmented Benchmark Exams (ABE) 5, 7 Science No No   Yes    
PARCC Assessment 3 to 8 Math, Literacy Yes Yes
End of Course Exams EoC Biology No No
California California Standards Test Scores (CST) 5, 8, 10 Science Yes Yes Yes      
Smarter Balanced Summative 2-11 English Language Arts, Math Yes Yes
Colorado PARCC Assessment 3 to 11, EoC Reading (3-11), Math (3-8 and Alg.I, Geom., Integ. I, Integ. II, Integ. III) Yes Yes Yes      
Colorado Measures of Academic Success 4-5, 7-8 Science (5,8), Social Studies (4,7) Yes Yes
Connecticut Smarter Balanced Assessments 3 to 8, 11 English Language Arts, Math Yes Yes Yes      
Connecticut Academic Performance Test 10 Science Yes Yes
Connecticut Mastery Test (CMT) 5, 8 Science Yes Yes
Delaware Smarter Balanced Assessment 3-8, 11 English Language Arts, Math Yes Yes Yes      
Delaware Comprehensive Assessment Systems (DCAS) 4-5, 7-8, 10 Social Studies (4,7), Science (5,8,10) Yes Yes
Florida Florida Standards Assessment 3-8, HS Reading, Math Yes Yes Yes      
FCAT Science 5, 8 Science Yes Yes
Georgia Georgia Milestone Assessment End of Grade 3-8 Language Arts, Math, Science, Social Studies Yes Yes Yes      
Georgia Milestone Assessment, EoC HS Algebra I, CCGPS Coordinate Algebra, United States History, Economics/Business/Free Enterprise, Biology, Physical Science, Ninth Grade Literature and Composition, American Literature and Composition, Geometry, Analytic Geometry Yes Yes
Hawaii Smarter Balanced Assessment 3-8, 11 English Language Arts, Math Yes Yes Yes      
End of Course EoC Biology I (required). Algebra I, Algebra II, and U.S. History are optional. Yes Yes
Hawaii State Assessment in Science 4, 8 Science Yes Yes
Idaho General Assessment 3-8, HS English Language Arts (ELA) and Math(3-8, HS), Science (5,7, HS) Yes Yes Yes      
Illinois PARCC Assessment 3-8, HS English Language Arts, Math Yes Yes Yes      
Indiana Indiana State-wide Testing for Education Progress- Plus (ISTEP+) 3-8 English/Language Arts, Math, Science (4,6), Social Studies (5,7) Yes Yes   Yes    
End of Course Assessments (ECAs) EoC English 10, Algebra I, Biology I No Yes
Iowa Iowa Assessment 3-8,11 Reading, Math Yes Yes Yes      
Iowa Assessment Science 5,8,11 Science Yes Yes
Kansas General Assessment 3-8,10, 11 Reading, Math, Science (4,7,11) No Science reported Yes Yes Yes      
Kentucky Kentucky Performance Rating for Educational Progress (K-PREP) 3-8, 10,11 Reading, Math, Science (4, 7), Social Studies (5,8), Writing (5, 6, 8, 10, 11), Language Mechanics (4, 6, 10) Yes Yes Yes      
End of Course EoC English II, Algebra II, Biology, US History Yes Yes
Stanford Achievement Test 10 (part of K-PREP) 3-8 Reading, Math (3-8) Science (4,7), Social Studies (5,8), Language Mechanics (4,6) Yes Yes
Louisiana PARCC general assessment 3 to 8 English/Language Arts, Math No No       X Not at state level
End of Course tests EoC English II, English III, Algebra I, Geometry, Biology, US History No No
Maine Smarter Balanced 3-8, 3rd year HS Mathematics, ELA/Literacy Yes Yes Yes      
Maine Educational Assessment (MEA) Science 5,8, 3rd year HS Science Yes Yes
Maryland Maryland School Assessment (MSA) 5, 8 Science Yes Yes Yes      
PARCC Assessment 3 to 8, 10 English Language Arts, Math Yes Yes
High School Assessments (HSA) EoC Algebra/Data analysis, English, Biology, Government Yes Yes
Massachusetts Massachusetts Comprehensive Assessment System (MCAS) 3-8, 10 English/Language Arts, Math Yes Yes Yes      
PARCC general assessment 3 to 8 English/Language Arts, Math (3 to 8), Algebra I (8th grade) Yes Yes
STE MCAS Tests 5, 8, 9, or 10 Science and Technology/Engineering (single discipline tests in (Biology, Chemistry, Intro Physics, and Technology/ Engineering) Yes Yes
Michigan Michigan Student Test of Educational Progress (M-STEP) 3-8, 11 English Language Arts, Math, (3 to 8, 11), Science (4,7, 11), Social Studies (5, 8, 11) Yes Yes Yes      
ACT HS English, Reading, Math, Science Yes Yes
Minnesota Minnesota Comprehensive Assessment (MCA) -III 3-8, HS Reading (3 to 8, 10), Math (3 to 8, 11), Science (5, 8, HS) Yes Yes Yes      
Mississippi PARCC general assessment 3-8 Language Arts, Math No No       X
Science Tests 5,8 Science No No
High school Subject Area Tests EoC Biology I, US History No No
Missouri Grade-Level Assessment 3-8, HS English Language Arts, Math, Science (5,8), Social Studies (HS) Yes Yes Yes      
Online End of Course Assessments EoC English I and II, Algebra I and II, Geometry, Biology I, Physical Science, American History, Government Yes Yes
Montana Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No       X
Criterion Referenced Test Science 4, 8, 10 Science No No
Nebraska Nebraska State Accountability (NeSA) 3-8, 11 Reading, Math , Science (5,8,11), Writing (4, 8, 11) Yes Yes Yes      
Nevada Criterion Referenced Test (CRT) 3-8 Science (5,8) No Reading or Math reported Yes Yes Yes      
High School Proficiency Exam HS Reading, Math, Science, Writing Yes Yes
New Hampshire Smarter Balanced Assessment 3 to 8, 11 Reading, Math Yes Yes Yes      
New England Comprehensive Assessment Program (NECAP) 4, 8, 11 Science Yes Yes
New Jersey PARCC Assessment 3 to 8 English Language Arts, Math Yes Yes Yes      
PARCC High School Assessments 9 to 11 English Language Arts (9 to 11), Algebra I, Algebra II, Geometry Yes Yes
New Mexico PARCC Assessment 3-8,10-11 Reading, Math, Science (3, 7-8, 11). And High School SBA serves as diploma also No Yes     Yes  
Standards Based Assessment (SBA) 4, 7, 10-11 Science No Yes
Standards Based Assessment Spanish 4, 7, 10-11 Reading No Yes
New York New York State Testing Program (NYSTP) 3-8 English Language Arts, Math, Science (4,8) Yes Yes Yes      
Common Core Regents EoC Algebra I, English Language Arts, Geometry Yes Yes
Regents Competency Tests EoC Math, Science, Reading, Writing, Global Studies, US History and Government. Parts used for Title I and Diploma. Yes Yes
Regents Exams EoC Comprehensive English, US History &Govít, Global History & Geography, Alg2/ Trig, Geometry, Integ Alg, Living Envt, Physical etting/Physics, Physical Setting/ Chemistry, Physical setting/Earth Science. Parts used for Title I and Diploma. Yes Yes
North Carolina End of Grade Multiple Choice Test 3-8 Reading, Math, Science (5,8) Yes Yes Yes      
End of Course Multiple Choice EoC Math I, Biology, English II Yes Yes
North Dakota Smarter Balanced Assessment 3-8, 11 English Language Arts, Math Yes Yes Yes      
NDSA Science (DRC) 4, 8, 11 Science Yes Yes
Ohio PARCC Assessment 3-8 English Language Arts, Math Yes Yes Yes      
Ohio Graduation Tests (OGT) HS Reading, Math, Science, Social Studies, Writing Yes Yes
Oklahoma Oklahoma Core Curriculum Tests (OCCT) 3-8 Math, Reading, Science (5,8), Geography (7), Social Studies (5), US History (8), Writing (5,8) For Title I, all used except for Geography, Social Studies, History and Writing (partially used for Title I) No No       X
End of Instruction EoI ACE Algebra I, ACE Algebra II, ACE Geometry, ACE English II, III (Writing included), ACE Biology I, ACE US History. For Title I, all used except for Alg II, Eng II, Geometry and US History (partially used for Title I) No No
Oregon Smarter Balanced Assessment 3-8,11 English Language Arts, Math Yes Yes Yes      
Science Assessment 5, 8, 11 Science Yes Yes
Pennsylvania Pennsylvania System of School Assessment (PSSA) 3-8 Reading, Math, Science (4,8,) No No       X
Keystone Exam 11 Algebra, Biology and Literature No No
Rhode Island New England Education Assessment Program (NECAP) 4, 8, 11 Science Yes Yes Yes      
PARCC Assessment 3-8, 11 English Language Arts, Math, Algebra, Geometry Yes Yes
South Carolina Palmetto Assessment of State Standards 3-8 English Language Arts, Math, Science, Social Studies, Writing (5, 8) Yes Yes Yes      
End of Course Examination EoC Algebra/Math for Technologies 2, Biology/ Applied Biology 2, English 1, US History and the Constitution Yes Yes
High School Assessment Program Test 2nd year HS English Language Arts, Math Yes Yes
South Dakota South Dakota State Test of Educational Progress (DSTEP) and Field Testing for Smarter Balanced Assessment 5, 8, 11 Science Yes Yes   Yes    
Smarter Balanced Assessment 3 to 8 English Language Arts, Math Yes Yes
ACT HS English, Math No No
Tennessee Criterion Referenced Academic Achievement 3-8 Math, Reading/ Language, Science Yes Yes Yes      
End of Course EoC Algebra I, Algebra II, English I, English II, English III, US History, Biology, Chemistry Yes Yes
Texas State of Texas Assessments of Academic Readiness (STAAR) Includes Spanish versions 3-8 Math, Reading, Writing (4,7), Science (5,8) Social Studies (8) Yes Yes Yes      
STAAR EoC EoC Algebra I, Biology, English I, Reading, English I Writing, US History Yes Yes
Utah Student Assessment of Growth and Excellence (SAGE) 3-11 Language Arts, Math, Science Yes Yes Yes      
Vermont Smarter Balanced Assessment 3-8, 11 English Language Arts, Math Yes Yes Yes      
NECAP 4, 8, 11 Science Yes Yes
Virginia Standards of Learning (SOL) 3-8 Reading, Math, Science (3,5,8), History/Social Studies (3,5,8), Writing (5,8) Yes Yes Yes      
Content Specific Test 3-8 Reading, Math, History/Social Science, Science Yes Yes
End of Course Test EoC 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 Yes Yes
Washington Smarter Balanced Assessment 3-8, 11 English Language Arts, Math Yes Yes Yes      
Measurements of Student Progress (MSP) 5, 8 Science Yes Yes
End of Course EoC Algebra 1/Integrated Math 1, Geo-metry/ Integrated Math 2, Biology - part also not used for Title I. Biology reported only. Yes Yes
West Virginia West Virginia General Summative Assessment (WVGSA} 3-11 English Language Arts/Literacy, Math Yes Yes Yes      
Science 4, 6, 10 Science Yes Yes
Wisconsin Badger Exam 3-8 English Language Arts, Math Yes Yes Yes      
ACT Writing Plus 11 Reading, Math, Science, Writing Yes Yes
Wyoming Proficiency Assessments for Wyoming Students (PAWS) 3-8, 11 Reading, Math, Science (4,8, 11) Yes Yes Yes      
Total Regular States (N=50) 40 4 1 5
Unique States
American Samoa Stanford Achievement Test 10 Elem to HS Language Arts, Science, Math Problem Solving, History, Social Science No No       X
Bureau of Indian Education Individual state administered assessments Elem to HS By State: Langauge Arts, Reading, Math, Science No No       X
Commonwealth of Northern Mariana Islands ACT ASPIRE 3 to 10 English, Math, Reading, Science, Writing No No       X
US Department of Defense Education Activity No Assessments Used for Title I              

No Title I Assmts.

District of Columbia PARCC Assessment 3-8, HS English Language Arts, Math Yes Yes Yes      
Federated States of Micronesia No Assessments Used for Title I               No Title I Assmts.
Guam Stanford Achievement Test, 10 1-12 Reading (1,2), Math( 1,2), Science(1-8) and Social Studies(1-8), Following are 9to 12: Anatomy and Physiology, Biology, Chemistry, Physical Science, Algebra 1 and 2, Geometry, US Government, US History, World History, Guam History, and Geography. Results reported for students with disabilities only for Reading, Math and Science. Yes Yes Yes      
ACT ASPIRE 3 to 10 English, Reading, Math Yes Yes
Palau No information found               No Info Found
Puerto Rico Puerto Rican Academic Achievement Test 3-8, 11 Spanish, English, Math, Science (4,8,11) No No       X
Republic of Marshall Islands No Assessments Used for Title I               No Title I Assmts.
U.S. Virgin Islands Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No       X
Total Unique States (N=11)* 2 0 0 9
Total Regular and Unique States (N=61) 42 4 1 14
Percent 69% 6% 2% 23%

 

Table B-2. Participation and Performance Data for Students with Disabilities, General Assessment Not Used for Title I Accountability, 2014-2015

State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments
Not Used for Title I
Partici-pation Perform-ance Reporting Summary By State
All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests Perf. Only For All Tests No Publicly Reported Data Found
Regular States
Alabama The ACT Plus Writing 11 English, Math, Reading, Science, Writing No No



X
Alaska No non-Title I assessments

- - Yes



Arizona No non-Title I assessments

- - Yes



Arkansas No non-Title I assessments

- - Yes



California No non-Title I assessments

- - Yes



Colorado No non-Title I assessments

- - Yes



Connecticut No non-Title I assessments

- - Yes



Delaware End of Course Exams EoC U.S. History (required), Biology, Algebra II, Integrated Mathematics III (not required) No No



X
Florida End of Course Assessment EoC Algebra I, Civics, U.S. History, Biology I, Geometry No No



X
Georgia No non-Title I assessments

- - Yes



Hawaii End of Course EoC Algebra I, Algebra II, Biology I, Expository Writing I and/or U.S. History No No



X
Idaho Idaho Reading Indicator K-3 Reading No No



X
Illinois No non-Title I assessments

- - Yes



Indiana Indiana Reading Evaluation and Determination (IREAD-3) 3 Reading No Yes


Yes
Iowa No non-Title I assessments

- - Yes



Kansas No non-Title I assessments

- - Yes



Kentucky Explore 8 English, Math, Reading, Science Yes Yes
Yes


PLAN 10 English, Math, Reading, Science Yes Yes
ACT 11 English, Math, Reading, Science Yes Yes
Louisiana ACT 12 English, Reading, Math, Science No No



X
Maine No non-Title I assessments

- - Yes



Maryland High School Assessments (HSA) EoC English, Algebra/Data Analysis, Biology, Government Yes Yes
Yes


Massachusetts No non-Title I assessments

- - Yes



Michigan No non-Title I assessments

- - Yes



Minnesota No non-Title I assessments

- - Yes



Mississippi No non-Title I assessments

- - Yes



Missouri No non-Title I assessments

- - Yes



Montana ACT Plus Writing HS Reading, Language, Math, Science, Writing No No



X
Nebraska
Iowa Test of Basic Skills (ITBS) 3-11 Reading, Math Yes Yes
Yes


National Assessment Instrument 2 to 12 Reading, Math Yes Yes
Metropolitan Achievement Test 4, 8 Reading, Math Yes Yes
Terra Nova 3-11 Reading, Math Yes Yes
SAT 4, 5, 8 to 9 Reading, Math Yes Yes
ACT ASPIRE 4, 8, 9, 10 Reading, Math Yes Yes
ACT Explore 8 Math, Reading Yes Yes
ACT PLAN 9 to 11 Math, Reading Yes Yes
Nevada No non-Title I assessments

- - Yes



New Hampshire No non-Title I assessments

- - Yes



New Jersey No non-Title I assessments

- - Yes



New Mexico No non-Title I assessments

- - Yes



New York No non-Title I assessments

- - Yes



North Carolina ACT Benchmark 11 English, Math, Reading, Science, Writing. State requires taking in 11th grade. No No



X
North Dakota No non-Title I assessments

- - Yes



Ohio No non-Title I assessments

- - Yes



Oklahoma Oklahoma Core Curriculum Tests (OCCT) 3 to 8 Math, Reading, Science (5,8), Geography (7), Social Studies (5), US History (8), Writing (5,8) For Title I, all used except for Geography, Social Studies, History and Writing No No



X
End of Instruction EoI ACE Algebra I, II, ACE Geometry, ACE English II, III, (writing included), ACE Biology I, ACE US History. For Title I, all used except for Alg II, Eng II, Geometry and US History No No
Oregon No non-Title I assessments

- - Yes



Pennsylvania No non-Title I assessments

- - Yes



Rhode Island No non-Title I assessments

- - Yes



South Carolina ACT 3rd year in HS English Language Arts, Math Yes Yes
Yes


ACT Work Keys 3rd year in HS Reading for Information, Applied Math, Locating Information Yes Yes
ACT ASPIRE 3 to 8 English, Math, Reading, Writing Yes Yes
South Dakota No non-Title I assessments

- - Yes



Tennessee Writing 3-11 Writing No No



X
ACT PLAN, Exlore 8, 10 Reading, Math No No
ACT HS English, Math, Reading, Science, Composite No No
Texas Texas Assessment of Know-ledge and Skills (TAKS) 11, 12 (retest) English Language Arts, Math, Science, Social studies Yes Yes
Yes


Utah K3 Reading Competency K to 3 Reading Yes Yes
Yes


Vermont No non-Title I assessments

- - Yes



Virginia No non-Title I assessments

- - Yes



Washington End of Course (partially) EoC Algebra 1/Integrated Math 1, Geometry/Integrated Math 2, Biology No No



X
High School Proficiency Exam HS Reading, Writing No No
West Virginia SAT HS Critical Reading and Math No No



X
HEAP Health Assessment 6, 8, HS Health No No
ACT Work Keys 12 Applied Math, Reading for Information, and Locating Information No No
Global 21 Career/Technical Education (CTE) 9 - 12 Career/Technical Education No No
ACT Explore, Plan 8, 10 English, Math, Reading, Science No No
Wisconsin ACT Work Keys 11 Applied Mathematics, Locating Information, and Reading for Information No No



X
ACT ASPIRE 9, 10 Reading, Mathematics, Science, and Writing No No
Wyoming ACT Explore, ACT Plan 9 English, Math, Reading, Science No No



X
Act Plus Writing or Workkeys (students have option in grades 11 and 12 to take Workkeys) 11, 12 English, math, Reading, Writing, Science No No
Total Regular States (N=50) 29 6 0 1 14
Unique States
American Samoa No non-Title I assessments

- - Yes



Bureau of Indian Education Unclear if any outside for states

- - Yes



Commonwealth of Northern Mariana Islands Standards Based Assessment 4, 6, 8, 9 to 12 Chamorro & Carolinian Language Heritage Studies (CCLHS) No No



X
End of Course EoC NMI History No No
U.S.Department of Defense Education Activity Terra Nova, Multiple Assessments, 3rd Edition 3 - 9 Reading/Language Arts, Mathematics, Science, Social Studies No No



X
SAT HS Critical Reading, Math, Writing No No
District of Columbia No non-Title I assessments

- - Yes



Federated States of Micronesia National Minimum Competency Standard-Based Test (NMCT) 4, 6, 8, 10 Reading (6,8,10), Math (4,6,8,10) No No



X
Guam No non-Title I assessments

- - Yes



Palau No information found

- - No Info. Found



Puerto Rico No non-Title I assessments

- - Yes



Republic of Marshall Islands No information found

- - No Info. Found



U.S. Virgin Islands No non-Title I assessments

- - Yes



Total Unique States (N=11) 8 0 0 0 3
Total Regular and Unique States (N=61) 371 6 0 1 17
Percent * 60% 10% 0 2% 28%

1 Two of these states had no information found online.

 

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, 2014-2015

State Test Grade Subject Areas Disaggregated Special Education Data
For AA-AAS Used for Title I
Partici-pation Perform-ance Summary by State
Partic. And Perf. For All Tests Partic. And Perf. For Some Tests Perf. Only No Alt. for Title I No Publicly Reported Data Found or No Info. Found
Regular States
Alabama Alabama Alternate Assessment (AAA) 3-8, 11 Reading, Math, Science (5,7) Yes Yes Yes



Alaska Alaska Alternate Assessment 3-10 Reading, Writing, Math (3-10) Science (4,8,10) Yes Yes Yes



Arizona NCSC 3 to 11 English Language Arts, Math Yes Yes Yes



Arkansas NCSC 3 to 8, 11 English Language Arts, Math No No



X
Arkansas Alternate Portfolio 5, 7, 10 Science No No
California California Alternate Assessment (CAA) 3- 8, 11 English Language Arts, Math Yes Yes Yes



California Alternate Performance Assessment (CAPA) 5, 8, 10 Science Yes Yes
Colorado Colorado Alternate Assessment (CoAlt) 5, 8 Science Yes Yes
Yes


DLM
English Language Arts, Math No No
Connecticut Skills Checklist 3-8 Access Skills, Math, Reading, Communication Yes Yes Yes



NCSC 3 -8, 11 English Language Arts, Math Yes Yes
Delaware Delaware Comprehensive Assessment System (DCAS-Alt) 3-11 Reading, Math (3-11), Science (5,8,10), Social Studies (4,7,9) Yes Yes Yes



Florida Florida Alternate Assessment (FAA) 3-8, HS Reading, Math Yes Yes Yes



Georgia Georgia Alternate Assessment 3-8, HS English/Language Arts, Math, Science, Social Studies Yes Yes Yes



Hawaii Alternate Assessment 3-8, HS Reading, Math, Science (4,8,11) Yes Yes Yes



Idaho ISAT Alternate Science 5, 7, 10 Science Yes Yes Yes



NCSC 3-8, 11 English Language Arts, Math Yes Yes
Illinois DLM 3-8,11 English Language Arts, Math Yes Yes Yes



Indiana NCSC 3-8, HS English Language Arts, Math No No



X
Indiana Standards Tool for Alternate Reporting (ISTAR) 4 to 7 Science and Social Studies No No
Iowa Iowa Alternate Assessment (IAA) 3-8,11 Reading, Math Yes Yes
Yes


Iowa Alternate Assessment (IAA) Science 5,8,11 Science No No
Kansas DLM 3-8, 10, 11 Reading, Math, Science (4, 7, 10) Yes Yes Yes



Kentucky Alternate Kentucky Performance Rating for Educational Progress (K-PREP) 3-12 Reading (3-9), Math (3-8,10), Writing (4,5,6, 8,10,11), Science (4,7,11), Social Studies (5,8,12) Yes Yes Yes



Louisiana Louisiana Alternate Assessment 1. If different test, no information found 3-11 English/Language arts, Math, Science No No



X
Maine Maine Personalized Alternate Assessment Portfolio (MEPAAP) 5, 8, 3rd yr. HS Science Yes Yes Yes



NCSC 3-8, 3rd yr. HS ELA/Literacy, Math Yes Yes
Maryland Alternate Maryland School Assessment (ALT-MSA) 3-8,10 Math, Reading, Science (5,8,10) Yes Yes Yes



Massachusetts Massachusetts Comprehensive Assessment System Alternate (MCAS-Alt) 3-10 English/Language Arts, Math, Science and Technology/ Engineering (5, 8-10) Yes Yes Yes



Michigan Michigan Access (MI-Access) Functional Independence 3-8, 11 English Language Arts, Math, Science (4, 7, 11), Social Studies (5, 8, 11) Yes Yes Yes



Michigan Access (MI-Access) Supported Independence 3-8, 11 English Language Arts, Math, Science (4, 7 11) Yes Yes
Michigan Access (MI-Access) Participation 3-8, 11 English Language Arts, Math, Science (4, 7, 11) Yes Yes
Minnesota Minnesota Test of Academic Skills III (MTAS III) 3-8, HS Reading and Math, Science (5, 8, HS) Yes Yes Yes



Mississippi DLM 3-8 Language Arts, Math, Science (5,8) No No



X
DLM HS Language Arts, Math, Science No No
Missouri Missouri Assessment Program Alternate (MAP-A) 3-8, 10, 11 English Language Arts, (3 to 8, 11) Math (3 to 8, 10), Science (5, 8, 11) Yes Yes Yes



Montana MSAA Alternate (NCSC assessment) 3-8, 11 English Language Arts, Math No No



X
Criterion Referenced Test (CRT) 4, 8.10 Science No No
Nebraska Alternate Assessments (NESA-M and NESA-AAM) 3-8, 11 Reading, Math, Science (5,8,11), Writing (8,11) Yes Yes Yes



Nevada Nevada Alternate Assessment (NAA) 3-8, 11 Reading, Math, Yes Yes
Yes


Nevada Alternate Assessment (NAA) 8 Science (8), Writing (8) No No
New Hampshire New Hampshire Alternate Learning Progression Assessment (NH ALPS) 4, 8. 11 Science Yes Yes Yes



DLM 3-8, 11 Reading, Math Yes Yes
New Jersey Alternate Proficiency Assessment 4, 8, 11 Science Yes Yes
Yes


DLM 3-8, 11 Reading Math No No
New Mexico NCSC 3-8, 11 English Language Arts, Math No Yes

Yes

Alternative Performance Assessment (NMAPA) 4, 7, HS Science No Yes
New York New York State Alternate Assessment (NYSAA) 3-8, HS English Language Arts, Math, Science (4,8, HS), Social Studies (HS) Yes Yes Yes



North Carolina North Carolina Extend 1 (NCEXTEND1) 3-8 Reading, Math, Science (5,8) Yes Yes Yes



North Carolina Extend 1 (NCEXTEND1) 10 Math I, Biology, English II Yes Yes
North Dakota North Dakota Alternate Assessment 1 (NDAA1) 4, 8. 11 Science Yes Yes Yes



DLM 3-8, 11 English Language Arts, Math Yes Yes
Ohio Alternate Assessment for Students with Cognitive Disabilities (AASCD) 3-8 English/Language Arts, Math, Science (5,8) Yes Yes Yes



Alternate Ohio Graduation Test (OGT-AASCD) HS English/Language Arts, Math, Science, Social Studies Yes Yes
Oklahoma Oklahoma Alternate Assessment Program (OAAP) 3-8, EoI Math, Reading, Science (5,8), Geography, Social Studies, Writing (5,8), Algebra I, English II/ Writing, Biology, US History (others if took Algebra II, Geometry, English III/ Writing) No No



X
Oregon Oregon Assessment of Knowledge and Skills (OAKS) Extended 3-8,11 Reading, Math, Science (5,8,11), Writing (11) Yes Yes Yes



Pennsylvania Pennsylvania Alternate System of Assessment (PASA) 3-8, 11 Reading, Math Yes Yes
Yes


Pennsylvania Alternate System of Assessment (PASA) 4, 8, 11 Science No No
Rhode Island Rhode Island Alternate Assessment (RIAA) 4, 8, 11 Science No No
Yes


NCSC 3-8, 11 English Language Arts, Math Yes Yes
South Carolina South Carolina Alternate (SC-ALT) 4 to 8 Science, Social Studies Yes Yes Yes



NCSC 3-8,11 English Language Arts, Math Yes Yes
South Dakota Dakota State Test of Educational Progress Alternate (DSTEP A) 5, 8, 11 Science Yes Yes Yes



NCSC 3-8, 11 English Language Arts, Math Yes Yes
Tennessee Alternate Assessment (transition to NCSC) 3-8, 11 English Language Arts, Math, Science No No



X
Texas State of Texas Assessments of Academic Readiness Alternate (STAARALT2) 3-8 Math, Reading, Writing (4,7), Science (5,8) Social Studies (8) Yes Yes Yes



STAARALT2 End of Course (EoC) EoC English I, English II, Algebra I, Biology, US History Yes Yes
Utah DLM 3-11 Language Arts, Math, and Science Yes Yes Yes



Vermont Alternate Assessment 4, 8, 11 Science No No



X
DLM 3 to 11 English Language Arts, Math No No
Virginia Virginia Alternate Assessment Portfolio (VAAP) 3-8 Reading, Math, History/Social Science, Science Yes Yes Yes



Virginia Alternate Assessment Portfolio End of Course (VAAP EoC) EoC Reading, Math, History/Social Science, Science Yes Yes
Washington WA-AIM Alternate Assessment 3-8, 11 English Language Arts, Math, Science (5, 8) Yes Yes Yes



West Virginia West Virginia Alternate Summative Assessment 3-8, HS Reading, Math Yes Yes Yes



Wisconsin Wisconsin Alternate Assessment (WAA-SwD) 4, 8, 10 Science, Social Studies Yes Yes Yes



DLM 3 to 11 English Language Arts, Math Yes Yes
Wyoming Wy-ALT 3-8, HS English Language Arts, Math (3 to 8-11), Science (4, 8, 9 to 11) Yes Yes Yes



Total Regular States (N=50)
35 6 1
8
Unique States
American Samoa No information found

No No



No inform. found
Bureau of Indian Education Merged with regular Elem to HS By state: Langauge Arts, Reading, Math, Science No No



X
Commonwealth of Northern Mariana Islands Multiple States Alternate Assessment (MSAA) 3-8, 11 English Language Arts, Math No No



X
U.S. Department of Defense Education Activity DoDEA Alternate Assessment. No Alternate for Title I. K to 12 The Alternate Assessment is comprised of evidence of the studentís achievement, including but not limited to student work products, interviews, photographs, videos, etc. No No


X
District of Columbia NCSC 3 to 8, HS English Language Arts, Math Yes Yes Yes



Federated States of Micronesia Alternate Assessment on Alternate Achievement Standards. No Alternate for Title I. 6, 8, 10 Reading, Math, Science (8) No No


X
Guam NCSC and DoE Alt. Assmt 3-8, 11 English Language Arts, Math Doe Alternate 1,2, 9, 10 ELA, Math Yes Yes Yes



Palau No information found

No No



No inform. found
Puerto Rico Puerto Rico Alternate Assessment 3-8, 11 Spanish, English, Math, Science (4,8,11) No No



X
Republic of Marshall Islands No Alternate for Title I

No No


X
U.S. Virgin Islands Alternate Assessment 3-8, 11 English Language Arts. Math No No



X
Total Unique States (N=11) 2 0 0 0 61
Total Regular and Unique States (N=61) 37 6 1 3 141
Percent 60% 10% 2% 5% 23%

1 Two of these states had no AA-AAS information found.

 

Table B-4. Participation and Performance Data for English Learners (ELs) with Disabilities, General Assessments Used for Title I Accountability, 2014-2015

State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assessments
Used for Title I
Partici-pation Perform-ance Reporting Summary By State
Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Info
on Assmts. Found
No Publicly Reported Data Found
Regular States
Alabama ACT Aspire 3 to 8, 10-11 Reading, Math, Science (5, 7) No No



X
ACT Plan 10 English, Math, Science No No
Alaska Alaska Measures of Progress (AMP) 3 to 10 English Language Arts, Math No No



X
Standards Based Assessments 4, 8, 10 Science No No
Arizona Arizonaís Instrument to Measure Standards (AIMS and AIMS HS) 4, 8, HS Science No No



X
AZMerit 3 to 11, EoC Alg I, Alg II, Geometry, Math, English Language Arts No No
Arkansas Augmented Benchmark Exams (ABE) 5, 7 Science No No



X
PARCC Assessment 3 to 8 Math, Literacy No No
End of Course Exams EoC Biology No No
California California Standards Test Scores (CST) 5, 8, 10 Science No No



X
Smarter Balanced Summative 2-11 English Language Arts, Math No No
Colorado PARCC Assessment 3 to 11, EoC Reading (3-11), Math (3-8 and Alg.I, Geom., Integ. I, Integ. II, Integ. III) No No



X
Colorado Measures of Academic Success 4-5, 7-8 Science (5,8), Social Studies (4,7) No No
Connecticut Smarter Balanced Assessments 3 to 8, 11 English Language Arts, Math No No



X
Connecticut Academic Performance Test 10 Science No No
Connecticut Mastery Test (CMT) 5, 8 Science No No
Delaware Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No



X
Delaware Comprehensive Assessment Systems (DCAS) 4-5, 7-8, 10 Social Studies (4,7), Science (5,8,10) No No
Florida Florida Standards Assessment 3-8, HS Reading, Math No No



X
FCAT Science 5, 8 Science No No
Georgia Georgia Milestone Assessment End of Grade 3-8 Language Arts, Math, Science, Social Studies No No



X
Georgia Milestone Assessment, EoC HS Algebra I, CCGPS Coordinate Algebra, United States History, Economics/Business/Free Enterprise, Biology, Physical Science, Ninth Grade Literature and Composition, American Literature and Composition, Geometry, Analytic Geometry No No
Hawaii Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No



X
End of Course EoC Biology I (required). Algebra I, Algebra II, and U.S. History are optional. No No
Hawaii State Assessment in Science 4, 8 Science No No
Idaho General Assessment 3-8, HS English Language Arts (ELA) and Math(3-8, HS), Science (5,7, HS) No No



X
Illinois PARCC Assessment 3-8, HS English Language Arts, Math No No



X
Indiana Indiana State-wide Testing for Education Progress- Plus (ISTEP+) 3-8 English/Language Arts, Math, Science (4,6), Social Studies (5,7) No No



X
End of Course Assessments (ECAs) EoC English 10, Algebra I, Biology I No No
Iowa Iowa Assessment 3-8,11 Reading, Math No No



X
Iowa Assessment Science 5,8,11 Science No No
Kansas General Assessment 3-8,10, 11 Reading, Math, Science (4,7,11) No Science reported No No



X
Kentucky Kentucky Performance Rating for Educational Progress (K-PREP) 3-8, 10,11 Reading, Math, Science (4, 7), Social Studies (5,8), Writing (5, 6, 8, 10, 11), Language Mechanics (4, 6, 10) No No



X
End of Course EoC English II, Algebra II, Biology, US History No No
Stanford Achievement Test 10 (part of K-PREP) 3-8 Reading, Math (3-8) Science (4,7), Social Studies (5,8), Language Mechanics (4,6) No No
Louisiana PARCC general assessment 3 to 8 English/Language Arts, Math No No



X
End of Course tests EoC English II, English III, Algebra I, Geometry, Biology, US History No No
Maine Smarter Balanced 3-8, 3rd year HS Mathematics, ELA/Literacy No No



X
Maine Educational Assessment (MEA) Science 5,8, 3rd year HS Science No No
Maryland Maryland School Assessment (MSA) 5, 8 Science No No



X
PARCC Assessment 3 to 8, 10 English Language Arts, Math No No
High School Assessments (HSA) EoC Algebra/Data analysis, English, Biology, Government No No
Massachusetts Massachusetts Comprehensive Assessment System (MCAS) 3-8, 10 English/Language Arts, Math, No No



X
PARCC general assessment 3 to 8 English/Language Arts, Math (3 to 8), Algebra I (8th grade) No No
STE MCAS Tests 5, 8, 9, or 10 Science and Technology/Engineering (single discipline tests in (Biology, Chemistry, Intro Physics, and Technology/ Engineering) No No
Michigan Michigan Student Test of Educational Progress (M-STEP) 3-8, 11 English Language Arts, Math, (3 to 8, 11), Science (4,7, 11), Social Studies (5, 8, 11) No No



X
ACT HS English, Reading, Math, Science No No
Minnesota Minnesota Comprehensive Assessment (MCA) ĖIII 3-8, HS Reading (3 to 8, 10), Math (3 to 8, 11), Science (5, 8, HS) Yes Yes Yes



Mississippi PARCC general assessment 3-8 Language Arts, Math No No



X
Science Tests 5,8 Science No No
High school Subject Area Tests EoC Biology I, US History No No
Missouri Grade-Level Assessment 3-8, HS English Language Arts, Math, Science (5,8), Social Studies (HS) No No



X
Online End of Course Assessments EoC English I and II, Algebra I and II, Geometry, Biology I, Physical Science, American History, Government No No
Montana Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No



X
Criterion Referenced Test Science 4, 8, 10 Science No No
Nebraska Nebraska State Accountability (NeSA) 3-8, 11 Reading, Math , Science (5,8,11), Writing (4, 8, 11) No No



X
Nevada Criterion Referenced Test (CRT) 3-8 Science (5,8) No Reading or Math reported Yes Yes Yes



High School Proficiency Exam HS Reading, Math, Science, Writing Yes Yes
New Hampshire Smarter Balanced Assessment 3 to 8, 11 Reading, Math No No



X
New England Comprehensive Assessment Program (NECAP) 4, 8, 11 Science No No
New Jersey PARCC Assessment 3 to 8 English Language Arts, Math No No



X
PARCC High School Assessments 9 to 11 English Language Arts (9 to 11), Algebra I, Algebra II, Geometry No No
New Mexico PARCC Assessment 3-8,10-11 Reading, Math, Science (3, 7-8, 11). And High School SBA serves as diploma also No No



X
Standards Based Assessment (SBA) 4, 7, 10-11 Science No No
Standards Based Assessment Spanish 4, 7, 10-11 Reading No No
New York New York State Testing Program (NYSTP) 3-8 English Language Arts, Math, Science (4,8) No No



X
Common Core Regents EoC Algebra I, English Language Arts, Geometry No No
Regents Competency Tests EoC Math, Science, Reading, Writing, Global Studies, US History and Government. Parts used for Title I and Diploma. No No
Regents Exams EoC Comprehensive English, US History &Govít, Global History & Geography, Alg2/ Trig, Geometry, Integ Alg, Living Envt, Physical etting/Physics, Physical Setting/ Chemistry, Physical setting/Earth Science. Parts used for Title I and Diploma. No No
North
Carolina
End of Grade Multiple Choice Test 3-8 Reading, Math, Science (5,8) No No



X
End of Course Multiple Choice EOC Math I, Biology, English II, No No
North Dakota Smarter Balanced Assessment 3-8, 11 English Language Arts, Math, No No



X
NDSA Science (DRC) 4, 8, 11 Science No No
Ohio PARCC Assessment 3-8 English Language Arts, Math No No



X
Ohio Graduation Tests (OGT) HS Reading, Math, Science, Social Studies, Writing No No
Oklahoma Oklahoma Core Curriculum Tests (OCCT) 3-8 Math, Reading, Science (5,8), Geography (7), Social Studies (5), US History (8), Writing (5,8) For Title I, all used except for Geography, Social Studies, History and Writing (partially used for Title I)X No No



X
End of Instruction EoI ACE Algebra I, ACE Algebra II, ACE Geometry, ACE English II, III (Writing included), ACE Biology I, ACE US History. For Title I, all used except for Alg II, Eng II, Geometry and US History (partially used for Title I) No No
Oregon Smarter Balanced Assessment 3-8,11 English Language Arts, Math No No



X
Science Assessment 5, 8, 11 Science No No
Pennsylvania Pennsylvania System of School Assessment (PSSA) 3-8 Reading, Math, Science (4,8,) No No



X
Keystone Exam 11 Algebra, Biology and Literature No No
Rhode Island New England Education Assessment Program (NECAP) 4, 8, 11 Science No No



X
PARCC Assessment 3-8, 11 English Language Arts, Math, Algebra, Geometry No No
South Carolina Palmetto Assessment of State Standards 3-8 English Language Arts, Math, Science, Social Studies, Writing (5, 8) No No



X
End of Course Examination EoC Algebra/Math for Technologies 2, Biology/ Applied Biology 2, English 1, US History and the Constitution No No
High School Assessment Program Test 2nd year HS English Language Arts, Math No No
South
Dakota
South Dakota State Test of Educational Progress (DSTEP) and Field Testing for Smarter Balanced Assessment 5, 8, ,11 Science No No



X
Smarter Balanced Assessment 3 to 8 English Language Arts, Math No No
ACT HS English, Math No No
Tennessee Criterion Referenced Academic Achievement 3-8 Math, Reading/ Language, Science No No



X
End of Course EoC Algebra I, Algebra II, English I, English II, English III, US History, Biology, Chemistry No No
Texas State of Texas Assessments of Academic Readiness (STAAR) Includes Spanish versions 3-8 Math, Reading, Writing (4,7), Science (5,8) Social Studies (8) No No



X
STAAR EoC EoC Algebra I, Biology, English I, Reading, English I Writing, US History No No
Utah Student Assessment of Growth and Excellence (SAGE) 3-11 Language Arts, Math, Science No No



X
Vermont Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No



X
NECAP 4, 8, 11 Science No No
Virginia Standards of Learning (SOL) 3-8 Reading, Math, Science (3,5,8), History/Social Studies (3,5,8), Writing (5,8) Yes Yes Yes



Content Specific Test 3-8 Reading, Math, History/Social Science, Science Yes Yes
End of Course Test EoC 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 Yes Yes
Washington Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No



X
Measurements of Student Progress (MSP) 5, 8 Science No No
End of Course EoC Algebra 1/Integrated Math 1, Geo-metry/ Integrated Math 2, Biology - part also not used for Title I. Biology reported only. No No
West Virginia West Virginia General Summative Assessment (WVGSA} 3-11 English Language Arts/Literacy, Math No No



X
Science 4, 6, 10 Science No No
Wisconsin Badger Exam 3-8 English Language Arts, Math No No



X
ACT Writing Plus 11 Reading, Math, Science, Writing No No
Wyoming Proficiency Assessments for Wyoming Students (PAWS) 3-8, 11 Reading, Math, Science (4,8, 11) No No         X
Total Regular States (N=50) 3 0 0 0 47
Unique States
American Samoa Stanford Achievement Test 10 Elem to HS Language Arts, Science, Math Problem Solving, History, Social Science No No



X
Bureau of Indian Education Individual state administered assessments Elem to HS By State: Langauge Arts, Reading, Math, Science No No         X
Commonwealth of Northern Mariana Islands ACT ASPIRE 3 to 10 English, Math, Reading, Science, Writing No No         X
U.S.Department of Defense Education Activity No Assessments Used for Title I             X    
District of Columbia PARCC Assessment 3-8, HS English Language Arts, Math No No         X
Federated States of Micronesia No Assessments Used for Title I             X    
Guam Stanford Achievement Test, 10 1-12 Reading (1,2), Math( 1,2), Science(1-8) and Social Studies(1-8), Following are 9to 12: Anatomy and Physiology, Biology, Chemistry, Physical Science, Algebra 1 and 2, Geometry, US Government, US History, World History, Guam History, and Geography. Results reported for students with disabilities only for Reading, Math and Science. No No         X
ACT ASPIRE 3 to 10 English, Reading, Math No No
Palau No information found               X  
Puerto Rico Puerto Rican Academic Achievement Test 3-8, 11 Spanish, English, Math, Science (4,8,11) No No         X
Republic of Marshall Islands N No Assessments Used for Title I             X    
U.S. Virgin Islands Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No         X
Total Unique States (N=11)* 0 0 3 1 7
Total Regular and Unique States (N=61) 3 0 3 1 54
Percent 5% 0% 5% 2% 88%

 

Table B-5. Part9icipation and Performance Data for English Language Learners (ELLs) with Disabilities, General Assessments Not Used for Title I Accountability, 2014-2015

State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments
Not Used for Title I
Partici-pation Perform-ance Reporting Summary By State
All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Info Found No Publicly Reported Data Found
Regular States
Alabama The ACT Plus Writing 11 English, Math, Reading, Science, Writing No No



X
Alaska No non-Title I assessments

- - Yes



Arizona No non-Title I assessments

- - Yes



Arkansas No non-Title I assessments

- - Yes



California No non-Title I assessments

- - Yes



Colorado No non-Title I assessments

- - Yes



Connecticut No non-Title I assessments

- - Yes



Delaware End of Course Exams EoC U.S. History (required), Biology, Algebra II, Integrated Mathematics III (not required) No No



X
Florida End of Course Assessment EoC Algebra I, Civics, U.S. History, Biology I, Geometry No No



X
Georgia No non-Title I assessments

- - Yes



Hawaii End of Course EoC Algebra I, Algebra II, Biology I, Expository Writing I and/or U.S. History No No



X
Idaho Idaho Reading Indicator K-3 Reading No No



X
Illinois No non-Title I assessments

- - Yes



Indiana Indiana Reading Evaluation and Determination (IREAD-3) 3 Reading No No



X
Iowa No non-Title I assessments

- - Yes



Kansas No non-Title I assessments

- - Yes



Kentucky Explore 8 English, Math, Reading, Science No No



X
PLAN 10 English, Math, Reading, Science No No
ACT 11 English, Math, Reading, Science No No
Louisiana ACT 12 English, Reading, Math, Science No No



X
Maine No non-Title I assessments

- - Yes



Maryland High School Assessments (HSA) EoC English, Algebra/Data Analysis, Biology, Government No No



X
Massachusetts No non-Title I assessments

- - Yes



Michigan No non-Title I assessments

- - Yes



Minnesota No non-Title I assessments

- - Yes



Mississippi No non-Title I assessments

- - Yes



Missouri No non-Title I assessments

- - Yes



Montana ACT Plus Writing HS Reading, Language, Math, Science, Writing No No



X
Nebraska
Iowa Test of Basic Skills (ITBS) 3-11 Reading, Math No No



X
National Assessment Instrument 2 to 12 Reading, Math No No
Metropolitan Achievement Test 4, 8 Reading, Math No No
Terra Nova 3-11 Reading, Math No No
SAT 4, 5, 8 to 9 Reading, Math No No
ACT ASPIRE 4, 8, 9, 10 Reading, Math No No
ACT Explore 8 Math, Reading No No
ACT PLAN 9 to 11 Math, Reading No No
Nevada No non-Title I assessments

- - Yes



New Hampshire No non-Title I assessments

- - Yes



New Jersey No non-Title I assessments

- - Yes



New Mexico No non-Title I assessments

- - Yes



New York No non-Title I assessments

- - Yes



North Carolina ACT Benchmark 11 English, Math, Reading, Science, Writing. State requires taking in 11th grade. No No



X
North Dakota No non-Title I assessments

- - Yes



Ohio No non-Title I assessments

- - Yes



Oklahoma Oklahoma Core Curriculum Tests (OCCT) 3 to 8 Math, Reading, Science (5,8), Geography (7), Social Studies (5), US History (8), Writing (5,8) For Title I, all used except for Geography, Social Studies, History and Writing No No



X
End of Instruction EoI ACE Algebra I, II, ACE Geometry, ACE English II, III, (writing included), ACE Biology I, ACE US History. For Title I, all used except for Alg II, Eng II, Geometry and US History No No
Oregon No non-Title I assessments

- - Yes



Pennsylvania No non-Title I assessments

- - Yes



Rhode Island No non-Title I assessments

- - Yes



South Carolina ACT 3rd year in HS English Language Arts, Math No No



X
ACT Work Keys 3rd year in HS Reading for Information, Applied Math, Locating Information No No
ACT ASPIRE 3 to 8 English, Math, Reading, Writing No No
South Dakota No non-Title I assessments

- - Yes



Tennessee Writing 3-11 Writing No No



X
ACT PLAN, Exlore 8, 10 Reading, Math No No
ACT HS English, Math, Reading, Science, Composite No No
Texas Texas Assessment of Know-ledge and Skills (TAKS) 11, 12 (retest) English Language Arts, Math, Science, Social studies Yes Yes
Yes


Utah K3 Reading Competency K to 3 Reading No No



X
Vermont No non-Title I assessments

- - Yes



Virginia No non-Title I assessments

- - Yes



Washington End of Course (partially) EoC Algebra 1/Integrated Math 1, Geometry/Integrated Math 2, Biology No No



X
High School Proficiency Exam HS Reading, Writing No No
West Virginia SAT HS Critical Reading and Math No No



X
HEAP Health Assessment 6, 8, HS Health No No
ACT Work Keys 12 Applied Math, Reading for Information, and Locating Information No No
Global 21 Career/Technical Education (CTE) 9 - 12 Career/Technical Education No No
ACT Explore, Plan 8, 10 English, Math, Reading, Science No No
Wisconsin ACT Work Keys 11 Applied Mathematics, Locating Information, and Reading for Information No No



X
ACT ASPIRE 9, 10 Reading, Mathematics, Science, and Writing No No
Wyoming ACT Explore, ACT Plan 9 English, Math, Reading, Science No No



X
Act Plus Writing or Workkeys (students have option in grades 11 and 12 to take Workkeys) 11, 12 English, math, Reading, Writing, Science No No
Total Regular States (N=50) 29 1 0 0 20
Unique States
American Samoa No non-Title I assessments

- - Yes



Bureau of Indian Education Unclear if any outside for states

- - Yes



Commonwealth of Northern Mariana Islands Standards Based Assessment 4, 6, 8, 9 to 12 Chamorro & Carolinian Language Heritage Studies (CCLHS) No No



X
End of Course EoC NMI History No No
U.S.Department of Defense Education Activity Terra Nova, Multiple Assessments, 3rd Edition 3 - 9 Reading/Language Arts, Mathematics, Science, Social Studies No No



X
SAT HS Critical Reading, Math, Writing No No
District of Columbia No non-Title I assessments

- - Yes



Federated States of Micronesia National Minimum Competency Standard-Based Test (NMCT) 4, 6, 8, 10 Reading (6,8,10), Math (4,6,8,10) No No



X
Guam No non-Title I assessments

- - Yes



Palau No information found

- -


X
Puerto Rico No non-Title I assessments

- - Yes



Republic of Marshall Islands No information found

- -


X
U.S. Virgin Islands No non-Title I assessments

- - Yes



Total Unique States (N=11) 6 0 0 2 3
Total Regular and Unique States (N=61) 35 1 0 2 23
Percent * 57% 2% 0 3% 38%

 

Table B-6. Participation and Performance Data for English Learners (ELs) with Disabilities, Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) Used for Title I Accountability, 2014-2015

State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I
Partici-pation Perform-ance Summary by State
Partic. And Perf. For All Tests Partic. And Perf. For Some Tests No Alt. for Title I No Alt. Inform. Found No Publicly Reported Data Found
Regular States
Alabama Alabama Alternate Assessment (AAA) 3-8, 11 Reading, Math, Science (5,7) Yes Yes Yes



Alaska Alaska Alternate Assessment 3-10 Reading, Writing, Math (3-10) Science (4,8,10) Yes Yes Yes



Arizona NCSC 3 to 11 English Language Arts, Math No No



X
Arkansas NCSC 3 to 8, 11 English Language Arts, Math No No



X
Arkansas Alternate Portfolio 5, 7, 10 Science No No
California California Alternate Assessment (CAA) 3- 8, 11 English Language Arts, Math No No
Yes


California Alternate Performance Assessment (CAPA) 5, 8, 10 Science Yes Yes
Colorado Colorado Alternate Assessment (CoAlt) 5, 8 Science Yes Yes
Yes


DLM
English Language Arts, Math No No
Connecticut Science Alternate Unclear Science No No
Yes


NCSC 3 -8, 11 English Language Arts, Math Yes Yes
Delaware Delaware Comprehensive Assessment System (DCAS-Alt) 3-11 Reading, Math (3-11), Science (5,8,10), Social Studies (4,7,9) Yes Yes Yes



Florida Florida Alternate Assessment (FAA) 3-8, HS Reading, Math No No



X
Georgia Georgia Alternate Assessment 3-8, HS English/Language Arts, Math, Science, Social Studies Yes Yes Yes



Hawaii Alternate Assessment 3-8, HS Reading, Math, Science (4,8,11) No No



X
Idaho ISAT Alternate Science 5, 7, 10 Science No No



X
NCSC 3-8, 11 English Language Arts, Math No No
Illinois DLM 3-8,11 English Language Arts, Math Yes Yes Yes



Indiana NCSC 3-8, HS English Language Arts, Math No No



X
Indiana Standards Tool for Alternate Reporting (ISTAR) 4 to 7 Science and Social Studies No No
Iowa Iowa Alternate Assessment (IAA) 3-8,11 Reading, Math No No



X
Iowa Alternate Assessment (IAA) Science 5,8,11 Science No No
Kansas DLM 3-8, 10, 11 Reading, Math, Science (4, 7, 10) No No



X
Kentucky Alternate Kentucky Performance Rating for Educational Progress (K-PREP) 3-12 Reading (3-9), Math (3-8,10), Writing (4,5,6, 8,10,11), Science (4,7,11), Social Studies (5,8,12) No No



X
Louisiana Louisiana Alternate Assessment 1. If different test, no information found 3-11 English/Language arts, Math, Science No No



X
Maine Maine Personalized Alternate Assessment Portfolio (MEPAAP) 5, 8, 3rd yr. HS Science No No



X
NCSC 3-8, 3rd yr. HS ELA/Literacy, Math No No
Maryland Alternate Maryland School Assessment (ALT-MSA) 3-8,10 Math, Reading, Science (5,8,10) Yes Yes Yes



Massachusetts Massachusetts Comprehensive Assessment System Alternate (MCAS-Alt) 3-10 English/Language Arts, Math, Science and Technology/ Engineering (5, 8-10) No No



X
Michigan Michigan Access (MI-Access) Functional Independence 3-8, 11 English Language Arts, Math, Science (4, 7, 11), Social Studies (5, 8, 11) Yes Yes Yes



Michigan Access (MI-Access) Supported Independence 3-8, 11 English Language Arts, Math, Science (4, 7 11) Yes Yes
Michigan Access (MI-Access) Participation 3-8, 11 English Language Arts, Math, Science (4, 7, 11) Yes Yes
Minnesota Minnesota Test of Academic Skills III (MTAS III) 3-8, HS Reading and Math, Science (5, 8, HS) Yes Yes Yes



Mississippi DLM 3-8 Language Arts, Math, Science (5,8) No No



X
DLM HS HS Language Arts, Math, Science No No
Missouri Missouri Assessment Program Alternate (MAP-A) 3-8, 10, 11 English Language Arts, (3 to 8, 11) Math (3 to 8, 10), Science (5, 8, 11) No No



X
Montana MSAA Alternate (NCSC assessment) 3-8, 11 English Language Arts, Math No No



X
Criterion Referenced Test (CRT) 4, 8.10 Science No No
Nebraska Alternate Assessments (NESA-M and NESA-AAM) 3-8, 11 Reading, Math, Science (5,8,11), Writing (8,11) No No



X
Nevada Nevada Alternate Assessment (NAA) 3-8, 11 Reading, Math, Yes Yes
Yes


Nevada Alternate Assessment (NAA) 8 Science (8), Writing (8) No No
New Hampshire New Hampshire Alternate Learning Progression Assessment (NH ALPS) 4, 8. 11 Science No No



X
DLM 3-8, 11 Reading, Math No No
New Jersey Alternate Proficiency Assessment 4, 8, 11 Science Yes Yes
Yes


DLM 3-8, 11 Reading Math No No
New Mexico NCSC 3-8, 11 English Language Arts, Math No No



X
Alternative Performance Assessment (NMAPA) 4, 7, HS Science No No
New York New York State Alternate Assessment (NYSAA) 3-8, HS English Language Arts, Math, Science (4,8, HS), Social Studies (HS) No No



X
North Carolina North Carolina Extend 1 (NCEXTEND1) 3-8 Reading, Math, Science (5,8) Yes Yes Yes



North Carolina Extend 1 (NCEXTEND1) 10 Math I, Biology, English II Yes Yes
North Dakota North Dakota Alternate Assessment 1 (NDAA1) 4, 8. 11 Science No No



X
DLM 3-8, 11 English Language Arts, Math No No
Ohio Alternate Assessment for Students with Cognitive Disabilities (AASCD) 3-8 English/Language Arts, Math, Science (5,8) Yes Yes Yes



Alternate Ohio Graduation Test (OGT-AASCD) HS English/Language Arts, Math, Science, Social Studies Yes Yes
Oklahoma Oklahoma Alternate Assessment Program (OAAP) 3-8, EoI Math, Reading, Science (5,8), Geography, Social Studies, Writing (5,8), Algebra I, English II/ Writing, Biology, US History (others if took Algebra II, Geometry, English III/ Writing) No No



X
Oregon Oregon Assessment of Knowledge and Skills (OAKS) Extended 3-8,11 Reading, Math, Science (5,8,11), Writing (11) No No



X
Pennsylvania Pennsylvania Alternate System of Assessment (PASA) 3-8, 11 Reading, Math Yes Yes
Yes


Pennsylvania Alternate System of Assessment (PASA) 4, 8, 11 Science No No
Rhode Island Rhode Island Alternate Assessment (RIAA) 4, 8, 11 Science No No



X
NCSC 3-8, 11 English Language Arts, Math No No
South Carolina South Carolina Alternate (SC-ALT) 4 to 8 Science, Social Studies No No



X
NCSC 3-8,11 English Language Arts, Math No No
South Dakota Dakota State Test of Educational Progress Alternate (DSTEP A) 5, 8, 11 Science No No



X
NCSC 3-8, 11 English Language Arts, Math No No
Tennessee Alternate Assessment (transition to NCSC) 3-8, 11 English Language Arts, Math, Science No No



X
Texas State of Texas Assessments of Academic Readiness Alternate (STAARALT2) 3-8 Math, Reading, Writing (4,7), Science (5,8) Social Studies (8) Yes Yes Yes



STAARALT2 End of Course (EoC) EoC English I, English II, Algebra I, Biology, US History Yes Yes
Utah DLM 3-11 Language Arts, Math, and Science No No



X
Vermont Alternate Assessment 4, 8, 11 Science No No



X
DLM 3 to 11 English Language Arts, Math No No
Virginia Virginia Alternate Assessment Portfolio (VAAP) 3-8 Reading, Math, History/Social Science, Science Yes Yes Yes



Virginia Alternate Assessment Portfolio End of Course (VAAP EoC) EoC Reading, Math, History/Social Science, Science Yes Yes
Washington WA-AIM Alternate Assessment 3-8, 11 English Language Arts, Math, Science (5, 8) No No



X
West Virginia West Virginia Alternate Summative Assessment 3-8, HS Reading, Math No No



X
Wisconsin Wisconsin Alternate Assessment (WAA-SwD) 4, 8, 10 Science, Social Studies No No



X
DLM 3 to 11 English Language Arts, Math No No
Wyoming Wy-ALT 3-8, HS English Language Arts, Math (3 to 8-11), Science (4, 8, 9 to 11) No No



X
Total Regular States (N=50)
12 6 0 0 32
Unique States
American Samoa No information found

No No


X
Bureau of Indian Education Merged with regular Elem to HS By state: Langauge Arts, Reading, Math, Science No No



X
Common-wealth of Northern Mariana Islands Multiple States Alternate Assessment (MSAA) 3-8, 11 English Language Arts, Math No No



X
U.S. Department of Defense Education Activity DoDEA Alternate Assessment. No Alternate for Title I. K to 12 The Alternate Assessment is comprised of evidence of the studentís achievement, including but not limited to student work products, interviews, photographs, videos, etc. No No

X

District of Columbia NCSC 3 to 8, HS English Language Arts, Math No No



X
Federated States of Micronesia Alternate Assessment on Alternate Achievement Standards. No Alternate for Title I. 6, 8, 10 Reading, Math, Science (8) No No

X

Guam NCSC and DoE Alt. Assmt 3-8, 11 English Language Arts, Math Doe Alternate 1,2, 9, 10 ELA, Math No No



X
Palau No information found

No No


X
Puerto Rico Puerto Rico Alternate Assessment 3-8, 11 Spanish, English, Math, Science (4,8,11) No No



X
Republic of Marshall Islands No Alternate for Title I

No No

X

U.S. Virgin Islands Alternate Assessment 3-8, 11 English Language Arts. Math No No



X
Total Unique States (N=11) 0 0 3 2 6
Total Regular and Unique States (N=61) 12 6 3 2 38
Percent 20% 10% 5% 3% 62%

 

Table B-7. Participation and Performance Data for Students with Disabilities and ELs with Disabilities, on Alternate Assessments Based on Modified Achievement Standards (AA-MAS) Used for Title I Accountability, 2014-2015

State Test Grade Subject Areas Disaggregated Data for AA-MAS
Students with Disabilities
Summary
ELs with Disabilities
Summary
Participation and Performance No Data Found Participation and Performance No Data Found
Regular States
California California Modified Assessment (CMA) 3-11 Science (5,8, and 10 Life Science) Yes
Yes
North Dakota North Dakota Alternate Assessment 2 (NDAA2) 3-8, 11 Reading/Language Arts, Math, Science (4,8, 11) Yes

X
Virginia Virginia Modified Achievement Standards Test (VMAST) 3-8, EoC Math, Reading (3-8), Algebra I and Reading EoC Yes
Yes
Total Regular States with MAS (N=11) 3 0 2 1
Percent 100% 0% 67% 33%

 

Table B-8. Participation and Performance Data for Students with Disabilities and ELs with Disabilities, Alternate Assessments Based on Grade Level Achievement Standards (AA-GLAS) Used for Title I Accountability, 2014-2015

State Test Grade Subject Areas Disaggregated Data for AA-GLAS
Students with Disabilities ELs with Disabilities
Partici-
pation
Perform-
ance
Partici-
pation
Perform-
ance
Regular States
Massachusetts Alternate Based on Grade Level
Achievement Standards
3-8, 10 English Language Arts, Math,
Science/Engineering (5, 8, 9. 10)
Yes Yes1 No No
Virginia Virginia Grade Level Alternate
Assessment (VGLAA) and EoC.
3-8, EoC Reading, History/Social Science
(3, EoC), Science (3,5,8, EoC) Writing (5,8, EoC)
Yes Yes Yes Yes
Total Regular States with GLAS (N=1) 2 2 1 1
Percent 100% 100% 50% 50%

1 State reports these data merged with general assessment performance data.

 

Table B-9. How Participation was Reported in States for the General Assessments, 2014-2015
(Note: There is an asterisk after the state name if the state did not report data by grade and test.1)

State Participation Data Reported On General Assessments
Number
Enrolled/
Eligible
to be Tested
Number of
Students
Tested
Number of
Students
Not Tested
Percent
Part.
in Test
Percent of
Students
not Tested
Number of
Students
with Scores
Number of
Students with
No scores
Percent of
Students
with
No Scores
Regular States
Alabama - - - X2 - - - -
Alaska X - - X - - - -
Arizona - X - - - - - -
Arkansas X - - X - X - -
California X X - X - X - -
Colorado - X - X - - X X
Connecticut X X - X - X - -
Delaware X X X X - - X -
Florida X* X - X3 X - - -
Georgia - X - - - - - -
Hawaii X X - X* - - - -
Idaho - X - X - - - -
Illinois X* X X X* X - - -
Indiana - X - - - - X X
Iowa X X - X4 - - - -
Kansas X X X X* X - - -
Kentucky X X - X - - - -
Louisiana - - - - - - - -
Maine X X - X5 - - - -
Maryland - X* - X* - - - -
Massachusetts - - - X6 X* - - -
Michigan - X -
- - - -
Minnesota X* X - - - - - -
Mississippi - - - - - - - -
Missouri X* X* - - - - - -
Montana - - - - - - - -
Nebraska - X X X X - - -
Nevada X X - - - - - -
New Hampshire X X - X7 - X X -
New Jersey X - X - - X X -
New Mexico - X* - - - - - -
New York - X - - - - - -
North Carolina X X X X8 X - X X
North Dakota X* X X X* X* X* X* X*
Ohio X* X* X* X* X* - - -
Oklahoma - - - - - - - -
Oregon - X - X* - - - -
Pennsylvania - - - - - - - -
Rhode Island - X - - - - - -
South Carolina - X - - - - - -
South Dakota - X - - X* - - -
Tennessee - - - - - X* - -
Texas - X - - - X X -
Utah - - - - - - - -
Vermont - X - - - - - -
Virginia - X - X X - X -
Washington X - X* - X* - X X
West Virginia - - - X* - - - -
Wisconsin X - - - - - X X
Wyoming - X - X* - - - -
Total Regular States (N=50) 22 35 9 26 11 8 11 6
Unique States
American Samoa - - - - - - - -
Bureau of Indian Education - - - - - - - -
Commonwealth of
Northern Marianna Islands
- - - - - - - -
District of Columbia - X* - X* - - - -
Federated States of Micronesia - - - - - - - -
Guam X X - X* - X - -
Palau - - - - - - - -
Puerto Rico - - - - - - - -
Republic of Marshall Islands - - - - - - - -
U.S. Department of Defense
Education Activity
- - - - - - - -
U.S. Virgin Islands - - - - - - - -
Total Unique States (N=11) 1 2 0 2 0 1 0 0
Total All Regular and Unique States (N=61) 23 37 9 28 11 9 11 6

1 Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades
2 Alabama reported participation rate by grade, but denominator was unclear (e.g., 9.17%)
3 Florida reported participation rate by grade but by accommodated status.
4 Iowa reported participation rate by grade, but by accommodated status.
5 Maine only had rates found for Science.
6 Massachusetts reported participation rate by grade, but by accommodated status and percent not tested.
7 New Hampshire reported participation data by grade, but as percentage of all students enrolled in grade.
8 North Carolina reported percent participating as percent of all students tested in grade (e.g., 10%)

 

Table B-10. How Participation was Reported in States for the Alternate Assessments based on Alternate Achievement Standards, 2014-2015
(Note: There is an asterisk after the state name if the state did not report data by grade and test.1)

State Participation Data Reported On AA-AAS
Number
Enrolled/
Eligible
to be Tested
Number of
Students
Tested
Number of
Students
Not Tested
Percent
Part.
in Test
Percent of
Students
not Tested
Number of
Students
with Scores
Number of
Students
with
No scores
Percent of
Students
with
No Scores
Regular States
Alabama - - - X - - - -
Alaska X - - X - - - -
Arizona - X - X - - - -
Arkansas - - - - - - - -
California - X - - - X - -
Colorado X - - - - X X X
Connecticut - - - X - - - -
Delaware - - - X - - - -
Florida - X - X - X X -
Georgia - X - - - - - -
Hawaii - - - X* - - - -
Idaho - - - X* - - - -
Illinois X* X* - - X* - - -
Indiana - - - - - - - -
Iowa X X - X* - - - -
Kansas - X - - X - - -
Kentucky X X - X - - - -
Louisiana - - - - - - - -
Maine X X - X* - - - -
Maryland - X* - - - - - -
Massachusetts - X - X X* - - X
Michigan - X - - - - - -
Minnesota - X - X* - - - -
Mississippi - - - - - - - -
Missouri X* X* - - - - - -
Montana - - - - - - - -
Nebraska - X X X X - - -
Nevada X X - - - - - -
New Hampshire X X - X - - X -
New Jersey X X - - - X X -
New Mexico - - - - - - - -
New York X* X* - - X* - - -
North Carolina X* X X* X* - X* X* X*
North Dakota X* X X* X* X* X* X* X*
Ohio X* X* X* X* X* - - -
Oklahoma - - - - - - - -
Oregon - - - X - - - -
Pennsylvania - X - - - - X X
Rhode Island X X X - - - X -
South Carolina - X X - - - - -
South Dakota - X* - - X* - - -
Tennessee - - - - - X* - -
Texas - X - - - X X -
Utah - X - - - - - -
Vermont - - - - - - - -
Virginia - X - X X - X -
Washington X - X* - X* - X X
West Virginia - - - X* - - - -
Wisconsin X - - - - - X X
Wyoming - X - X - - - -
Total Regular States (N=50) 17 30 7 22 10 7 12 7
Unique States
American Samoa - - - - - - - -
Bureau of Indian Education - - - - - - - -
Commonwealth of Northern
Marianna Islands
- - - - - - - -
U.S. Department of Defense
Education Activity
- - - - - - - -
District of Columbia - X - X* - - - -
Federated States of Micronesia - - - - - - - -
Guam X X X - - X X -
Palau - - - - - - - -
Puerto Rico - - - - - - - -
Republic of Marshall Islands - - - - - - - -
U.S. Virgin Islands - - - - - - - -
Total Unique States (N=11) 1 2 1 1 0 1 1 0
Total All Regular and Unique
States (N=61)
18 32 8 23 10 8 13 7

1 Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades

 

Table B-11. State Abbreviation Key

State
Abbreviation
Stateís Full Name State
Abbreviation
Stateís Full Name
AL Alabama MO Missouri
AK Alaska NV Nevada
AR Arkansas NH New Hampshire
AZ Arizona NJ New Jersey
CA California NM New Mexico
CO Colorado NY New York
CT Connecticut ND North Dakota
DE Delaware OH Ohio
FL Florida OK Oklahoma
GA Georgia OR Oregon
HI Hawaii PA Pennsylvania
ID Idaho RI Rhode Island
IL Illinois SC South Carolina
IA Iowa SD South Dakota
KS Kansas TN Tennessee
KY Kentucky TX Texas
LA Louisiana UT Utah
ME Maine VT Vermont
MD Maryland VA Virginia
MA Massachusetts WA Washington
MI Michigan WV West Virginia
MN Minnesota WI Wisconsin
MS Mississippi WY Wyoming

 

Table B-12. How Performance was Reported in States for the General Assessments, 2014-2015
(Note: There is an asterisk after the state name if the state did not report data by grade and test.1)

State Performance Data Reported for General Assessments
Percent Proficient Percent Proficient Derived Percent Not Proficient Number Proficient Number Not Proficient Number by Achievement
Level
Percent by Achievement
Level
Other (e.g., Percentile)
Regular States
Alabama - X - - - - X -
Alaska X - X X X X X -
Arizona X - - - - - X -
Arkansas X - - - - - X -
California - X - - - - X -
Colorado X - - X - X X X
Connecticut X - - X - X X X
Delaware X - X - - - X X
Florida - X - - - - - X
Georgia - X - - - - X -
Hawaii X* - X X - - X* -
Idaho X - - - - - X* -
Illinois X - - - - - X -
Indiana X - X X X - - X
Iowa X - - - - - X* -
Kansas - X - - - X X -
Kentucky X - - - - - - -
Louisiana - - - - - - - -
Maine X* - - X - - X* -
Maryland X* - - X* - - - -
Massachusetts X - - - - - X -
Michigan X - - - - - X X
Minnesota X - - X - X X -
Mississippi - - - - - - - -
Missouri - X - - - X* X* X
Montana - - - - - - - -
Nebraska X - X - - - X X
Nevada X - - - - - X X
New Hampshire X - X X X X X X
New Jersey X - - - - X X X
New Mexico X* - - - - - - -
New York X - - - - X X X
North Carolina X - - X* - - X X
North Dakota X* - X* - - - X -
Ohio X - - - - X X -
Oklahoma - - - - - - - -
Oregon X - - X - - - -
Pennsylvania - - - - - - - -
Rhode Island X - - - - - X X
South Carolina X - - - - - X X
South Dakota - X* - - - - X* -
Tennessee X* - - - - - X -
Texas X - X X X X X X
Utah - - - - - - - -
Vermont - X - - - - X X
Virginia X - X - - X X X
Washington X - X X X X X -
West Virginia X* - - - - - - -
Wisconsin - X - - - X X X
Wyoming X - - - - - X -
Total Regular States (N=50) 35 9 10 13 5 14 37 19
Unique States
American Samoa - - - - - - - -
Bureau of Indian Education - - - - - - - -
Commonwealth of Northern
Marianna Islands
- - - - - - - -
U.S. Department of Defense Education Activity - - - - - - - -
District of Columbia X* - - X* - X* X* -
Federated States of Micronesia - - - - - - - -
Guam X - - - - - X -
Palau - - - - - - - -
Puerto Rico - - - - - - - -
Republic of Marshall Islands - - - - - - - -
U.S. Virgin Islands - - - - - - - -
Total Unique States (N=11) 2 0 0 1 0 1 2 0
Total All Regular and Unique
States (N=61) checked in tab
import for figs and all matched
37 9 10 14 5 15 39 19

1 Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades

 

Table B-13. How Performance was Reported in States for the Alternate Assessments Based on Alternate Achievement Standards Used for Title I Accountability, 2014-2015
(Note: There is an asterisk after the state name if the state did not report data by grade and test.1)

State Performance Data Reported for AA-AAS
Percent Proficient Percent
Proficient
Derived
Percent Not Proficient Number Proficient Number Not Proficient Number by
Achievement
Level
Percent by
Achievement
Level
Regular States
Alabama - X - - - - X
Alaska X - X X X - -
Arizona X - - - - - X
Arkansas - - - - - - -
California - X - - - - X
Colorado X - - X - X X
Connecticut X - - - - - X
Delaware X - X - - - X
Florida X - - X - X X
Georgia - X - - - - X
Hawaii X* - X - - - X*
Idaho X - - - - - -
Illinois X - - - - - X
Indiana - - - - - - -
Iowa X - - - - - X*
Kansas - X - - - X X
Kentucky X - - - - - -
Louisiana - - - - - - -
Maine X - - X - - X
Maryland X - - X* - - -
Massachusetts - X - - - X X
Michigan X - - - - - X
Minnesota X - - X - X X
Mississippi - - - - - - -
Missouri - X - - - X* X*
Montana - - - - - - -
Nebraska X - X - - - X
Nevada X - - - - - X
New Hampshire X - X X X X X
New Jersey - X - - - - X
New Mexico X* - - - - - -
New York X* - - - - - -
North Carolina X - - X* - - X
North Dakota X* - X* - - - X*
Ohio X - - - - X X
Oklahoma - - - - - - -
Oregon X - - X - - -
Pennsylvania X - - - - - X
Rhode Island - - - - - X X
South Carolina X* - - - - - X
South Dakota - X* - - - - X*
Tennessee - - - - - - -
Texas X - X X X X X
Utah X - - X - - -
Vermont - - - - - - -
Virginia X - X - - X X
Washington X - X X X X X
West Virginia X* - - - - - -
Wisconsin - X - - - X X
Wyoming X - - - - - X
Total Regular States (N=50) 32 9 9 12 4 13 33
Unique States
American Samoa - - - - - - -
Bureau of Indian Education - - - - - - -
Commonwealth of Northern
Marianna Islands
- - - - - - -
U.S. Department of Defense
Education Activity
- - - - - - -
District of Columbia X* - - X* - X* X*
Federated States of Micronesia - - - - - - -
Guam - - - - - X -
Palau - - - - - - -
Puerto Rico - - - - - - -
Republic of Marshall Islands - - - - - - -
U.S. Virgin Islands - - - - - - -
Total Unique States (N=11) 1 0 0 1 0 2 1
Total All Regular and Unique
States (N=61)
33 9 9 13 4 15 34

1 Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades.

 

Table B-14. Accommodations Data Reported for Students with Disabilities on General Assessments 2014-2015

Regular States Reported
Participation
Reported
Performance
Total States
with Part.
or Perf.
Part. and
Perf.
Reported
Part. Only
Reported
Perf. Only
Reported
No Publicly
Reported Data
Found
Alabama No No



X
Alaska Yes Yes X X


Arkansas Yes No X
X

Arizona No No



X
California Yes No X
X

Colorado Yes Yes X X


Connecticut No No



X
Delaware No No



X
Florida Yes Yes X X


Georgia No No



X
Hawaii No No



X
Iowa Yes Yes X X


Idaho No No



X
Illinois No No



X
Indiana Yes Yes X X


Kansas No Yes X

X
Kentucky Yes Yes X X


Louisiana No No



X
Massachusetts Yes No X
X

Maryland Yes No X
X

Maine No No



X
Michigan No No



X
Minnesota No No



X
Missouri No No



X
Mississippi No No



X
Montana No No



X
Nebraska No No



X
Nevada Yes Yes X X


New Hampshire Yes No X
X

New Jersey No No



X
New Mexico No No



X
New York No No



X
North Carolina Yes Yes X X


North Dakota Yes No X
X

Ohio Yes Yes X X


Oklahoma No No



X
Oregon No No



X
Pennsylvania Yes No X
X

Rhode Island No No



X
South Carolina No No



X
South Dakota No No



X
Tennessee No No



X
Texas Yes Yes X X


Utah No No



X
Vermont No No



X
Virginia No No



X
Washington Yes Yes X X


Wisconsin No No



X
West Virginia No No



X
Wyoming No No



X
Unique States






American Samoa No No



X
Bureau of Indian
Affairs
No No



X
Commonwealth
of Northern
Mariana Islands
No No



X
District of Columbia No No



X
Federated States of
Micronesia
No No



X
Guam Yes Yes X X


Palau No No



X
Puerto Rico No No



X
Republic of Marshall
Islands
No No



X
U.S. Department
of Defense
Education Activity
No No



X
U.S. Virgin Islands No No



X
Total States 19 13 20 12 7 1 41