Overview
Since the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, and the Individuals with Disabilities Education Act (IDEA) of 2004, states that receive federal funding, including unique states, have been required to report reading, mathematics, and science assessment data to the federal government for all students and student subgroups. The requirements include that states report these data to the general public. Since 2014-15, many states have transitioned to new general or alternate assessment consortia systems, or have adjusted their accountability reporting system toward growth models, such that these changes affect how states report assessment participation and performance data. Typically, states report these data in state report cards, state assessment reports, or customized data reports generated on state education websites (Albus, Lazarus, & Thurlow, 2014). But there have been changes in the way some states approach reporting on subgroups, including the terms they use for them (e.g., historically underperforming) or the level of aggregated data made available online.
Given these changes, it is important to examine the extent to which states reported 2016-2017 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). An additional purpose of this report is to describe how states reported these data for students with disabilities who were also English learners, and to summarize achievement gaps between students with Individualized Education Programs (IEPs) and their peers in grades 4, 8, and high school, with longitudinal analyses of average gaps biannually. This report also describes public reporting of students using accommodations and data on English language proficiency (ELP) assessments.
This is the 20th year that the National Center on Educational Outcomes (NCEO) has analyzed the public reporting of assessment data for students with disabilities. Over these years, the total number of regular and unique states (N=61) reporting state level disaggregated participation and performance data online for students with disabilities has fluctuated. For example, in 2013-2014, there was a drop to 45 states from 52 the previous year (Albus, Lazarus, & Thurlow, 2015; Lazarus, Albus, & Thurlow, 2016). And prior to that, it had been as high as 53 states in 2010-11, and as low as 35 to 39 states between 2002-03 to 2006-07 (Albus & Thurlow, 2013; Albus, Thurlow, & Bremer, 2009; Klein, Wiley, & Thurlow, 2006; Thurlow, Bremer, & Albus, 2008; Thurlow & Wiley, 2004; Thurlow, Wiley, & Bielinski, 2003; Wiley, Thurlow, & Klein, 2005; VanGetson & Thurlow, 2007). For alternate assessment reporting, the number of states reporting disaggregated participation and performance data for these assessments varied similarly, with a high of 52 states in 2012-13 and a low of 36 states in 2006-07 and 2007-08.
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Method
Between January and March 2018, state department of education websites were searched for publicly available reports that disaggregated participation and performance data for students with disabilities for the 2016-17 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. Assessments required to be given to certain groups (e.g., English learners or ELs with disabilities) were also included.
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 June 2018. Fifteen regular states and two unique states responded to the verification request. After the verification was completed, the information on whether and how states reported participation and performance was summarized and additional information on participation rates and proficiency rates was 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 alternate assessments based on alternate achievement standards. 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 used 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.
ELP assessment: This assessment measures English language proficiency. It is administered to students who are identified as English learners.
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. Posted Annual Performance Report (APR) data, as required by the Office of Special Education Programs (OSEP) 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).
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Results
This report presents results in six sections. The first section presents information about how states reported participation and performance data for students with disabilities for general and alternate content assessments required by Title I (reading/language arts, mathematics, and science), as well as state-administered content assessments not used for Title I. It also includes whether these data were reported for English learners 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 selected general assessment performance data at the elementary, middle school, and high school levels for reading and math, including information about average achievement gaps. The fifth section provides information on public reporting of ELP assessment data. The final section describes the extent of states’ public reporting of accommodations participation and performance data on state assessments.
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How States Reported Participation and Performance Data
General Assessment Data for Students with Disabilities
Figure 1 shows that 33 of the 61 regular and unique states reported participation and performance for all general assessments used for Title I for students with disabilities. Fifty-four percent of states reported participation and performance for all general assessments, 20 percent reported participation and performance for some general assessments, 16 percent had no publicly reported data. Five percent (3 unique states) had no general assessments used for Title I because they are not held to ESEA requirements. 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. These states would not be held to the requirement to publicly report data for students with disabilities because they had not reported data for other students.
Figure 2 shows how each state reported the participation and performance of students with disabilities for the general assessment. The map shows that most regular states reported participation and performance for students with disabilities on general assessments used for Title I. 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]
Note: Total percent in Figure 1 is 101 due to rounding.
Figure 2. States Reporting 2016-17 Disaggregated Participation or Performance Data for Students with Disabilities on General State Assessments Used for Title I
Notes. The figure does not include state APR data. A broad definition was used to determine whether a state had data. States were included if they had any data reported for the assessment (regardless of whether it was across all grades, by grade range, or for specific grades).
1 Of these 10 states, Oklahoma and Pennsylvania publicly reported data for all students, but did not report disaggregated data for students with disabilities in a similar manner as required by law.
Of the 61 states, 24 had general assessments used only for Title I or did not have any information found. We also examined the reporting practices of the remaining 37 states that had general assessments not used for Title I. Figure 3 shows that for these 37 states, 15 states reported participation and performance data for all tests, four reported these data for some tests, three reported performance data only for some or all tests, and 15 states did not publicly report data.
Figure 3. Extent of Reporting of General Assessment Data for Students with Disabilities Not Used for Title I [N=61]
Figure 4 presents the same data as in Figure 3, but by state. The map shows that 15 states publicly reported participation and performance for these assessments. For details, see Table B-2 in Appendix B.
Figure 4. States Reporting 2016-17 Disaggregated Participation or Performance Data for Students with Disabilities on General Assessments Not Used for Title I
Note: States were included if they had any data reported for the assessment (regardless of whether it was across all grades, by grade range, or for specific grades).
Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) Data for Students with Disabilities
This section presents information on 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 33 states reported both participation and performance data for all AA-AAS. This represents 54% of the states. Three states reported these data for some AA-AAS, and two states reported performance only. No publicly reported AA-AAS data were found for 19 states (31%). The remaining states either had no AA-AAS used for Title I (n=3, all unique states) or no information was found about having an AA-AAS (n=1, also a unique state).
Figure 5. Extent of Reporting of AA-AAS Used for Title I [N=61]
Figure 6 presents the data in Figure 5 by state, showing those that reported participation and performance data for AA-AAS used for Title I. The map shows that most states (N=33) publicly reported participation and performance for students with disabilities for these assessments. For details, see Table B-3 in Appendix B.
Figure 6. States Reporting 2016-17 Participation or Performance Data for Students with Disabilities on AA-AAS in Title I
Note: The figure does not include state APR data. A broad definition was used to determine whether a state had data. States were included if they had any data reported for the assessment (regardless of whether it was across all grades, by grade range, or for specific grades).
Assessment Data for English Learners with Disabilities
Like their peers, most English learners with disabilities take general assessments. Only a small percentage of ELs with disabilities take an AA-AAS. Figure 7 shows that 55 states, or 90% of states, did not report participation or performance for ELs with disabilities on general assessments used for Title I. Only two states reported both participation and performance data for all general assessments used for Title I. This represents 3% of the states.
Figure 7. Extent of States Reporting Data for ELs with Disabilities on General Assessments Used for Title I [N=61]
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=2) 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 2016-17 Disaggregated Participation or Performance Data for ELs with Disabilities on General Assessments Used for Title I
Note: The figure does not include state APR data. A broad definition was used to determine whether a state had data. States were included if they had any data reported for the assessment (regardless of whether it was across all grades, by grade range, or for specific grades).
For the states that had general assessments not used for Title I, none reported participation and performance for ELs with disabilities (see B-5 in Appendix B for more details).
Figure 9 shows that nine states, or 15% of states, publicly reported participation and performance on all AA-AAS for ELs with disabilities. Another three states publicly reported these data for some of their AA-AAS. Forty-five 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 10 shows the nine 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 2016-17 Disaggregated Participation or Performance Data for ELs with Disabilities on AA-AAS Used for Title I
Alternate Assessment Based on Modified Achievement Standards (AA-MAS) Data for Students with Disabilities and ELs with Disabilities
Up until 2014-15, Title I accountability allowed alternate assessments based on modified achievement standards (AA-MAS) as an optional assessment for states. But subsequent to the regulation in 2015 that rescinded the use of AA-MAS for Title I accountability, a few states have continued to administer these assessments for other purposes. For school year 2016-17, one state administered an AA-MAS (Virginia). The state reported participation and performance data for students with disabilities and for ELs with disabilities. 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
For 2016-17, two states (Massachusetts, Virginia) continued to administer alternate assessments based on grade level achievement standards (AA-GLAS), although the Virginia assessment was discontinued after 2016-17. In the publicly available data reported for these assessments, the two states reported participation and performance data for students with disabilities, and one reported these data for ELs with disabilities (Virginia). For details see Table B-8 in Appendix B.
Reporting Participation in 2016-17
This section describes how states reported participation data. Figure 11 shows the approaches the 40 states used (of the total 61 regular and unique states) that reported participation data. Many states reported in multiple ways so numbers do not total 40. Twenty-nine states publicly reported the number of students tested and 21 states reported the percent of students participating in general assessments used for Title I. Only three states reported the percent of students with no scores or 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 grades 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 in 2016-17
Figure 12 shows the participation rates for grade 8 mathematics for those states with this information reported by grade and test. Of the 43 states with participation information, 21 reported participation rates. Of these 21 states, 16 had available participation rate data by grade with denominators based on students with disabilities in grade 8 using 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 2016-17
General Assessment Performance Approaches for Students with Disabilities
Performance data were reported by states 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. Figure 13 shows that states most often reported performance data by percent proficient (n= 37). The next most frequent way was by percent in each achievement level. 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 in more than one 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 2016-17 General Assessments Used for Title I
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Selected Results of General Assessment Performance for Students with Disabilities
This section compares the performance of students with and without Individualized Education Programs (IEPs) 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 achievement gaps between students with disabilities and a comparison peer group, with the solid line representing the gap between student groups. Because states report differently, the comparison peer group for some states was students without IEPs, and for other states it was all students including students with IEPs. This difference in comparison group affects achievement gap interpretation, so we indicate the group used by each state on the horizontal axis. An A indicates states that included all students and an O indicates states that reported 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 vary based on how those states reported their performance data. The state with an AA-MAS was indicated in the figures with a box around the percent proficient number for the comparison group, but this state did not report AA-MAS merged with the regular assessment. See Appendix Table B-11 for the state abbreviation key.
Elementary School
Figures 14 and 15 present the results for Grade 4 in reading and mathematics. Across the states, the smallest gap between students with IEPs and the comparison group for elementary reading was 8 percentage points, and the largest gap was 51 percentage points. For elementary mathematics, the gap ranged from 4 percentage points to 53 percentage points.
Figure 14. Percent Proficient for Elementary Reading
Figure 15. Percent Proficient Elementary Mathematics
Middle School
Figures 16 and 17 show the performance gaps for Grade 8 reading and mathematics. Reading gaps at the middle school level ranged from 7 percentage points to 54 percentage points. For mathematics, the gaps ranged from 1 percentage point to 50 percentage points.
Figure 16. Percent Proficient for Middle School Reading
Figure 17. Percent Proficient Middle School Mathematics
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 9 percentage points to 53 percentage points; for mathematics the range is from 2 percentage points to 64 percentage points.
Figure 18. Percent Proficient for High School Reading
Figure 19. Percent Proficient for High School Mathematics
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Summaries of Average Gaps 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 for states that reported these data by grade for all three comparison years. For example, some states that reported data in 2016-17 would not be included if in prior years the state either did not report data or did not report the data by grade. 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 representing elementary, middle school, and high school grades. 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, some states in prior years reported AA-MAS performance merged with general assessment performance.
Table 1 shows the average gaps biannually from 2012-13 to 2016-17. The average gap is presented with the number of states with data across all three years. The number of states varied between 32 and 40 depending on content and grade. The gap sizes for elementary reading were lower than reading and math for other grades across years. The highest gaps were for high school reading, except for year 2014-15. The year 2014-15 had the lowest gaps for reading and math for almost every grade compared to the other years.
Table 1. Average Gaps for Students with IEPs and Comparison Peer Group on General Assessments: Biannually for Select Years
| Grade Ranges | Number of States |
Average Gaps for All States with Data Reporting by Grade |
||
|---|---|---|---|---|
| 2012-13 | 2014-15 | 2016-17 | ||
| Elementary Reading | 40 | 29 | 26 | 27 |
| Middle School Reading | 32 | 42 | 38 | 38 |
| High School Reading | 34 | 40 | 38 | 40 |
| Elementary Math | 32 | 33 | 28 | 30 |
| Middle School Math | 33 | 42 | 31 | 32 |
| High School Math | 34 | 38 | 28 | 28 |
Accommodations Data for Students with Disabilities
Figure 20 shows a summary of the regular and unique states that publicly reported data for students with IEPs receiving accommodations on the general assessments for 2016-17. It presents data by states that reported number of students receiving accommodations, performance of those students, or both. Ten states reported some type of accommodations data, with nine states reporting number receiving accommodations and their performance and one state reporting only number receiving accommodations. See Appendix B-14 for specific state information shown in Figure 20.
Figure 20. States Reporting 2016-17 Data on Students with Disabilities Receiving Accommodations
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Public Reporting on English Language Proficiency (ELP) Assessments
States report results on English language proficiency assessments for Title III accountability, but the reporting of ELP assessment data is due to expand to include reporting data disaggregated for ELs with disabilities for Title I. A few states already report these data publicly in online reports. Figure 21 shows the number of states that report participation and performance for ELs and ELs with disabilities. It also presents the number of states that reported these data for alternate ELP assessments. Students who take alternate ELP assessments are ELs with disabilities who have significant cognitive disabilities and generally those who participate in state AA-AAS for assessing regular content areas for Title I.
Of the 50 states and District of Columbia, 10 states publicly reported ELP assessment data for ELs. Of these states, under half reported data disaggregated for ELs with disabilities. Only three states reported data for alternate ELP assessments. Typically, these states allow users to choose to disaggregate by ELs with disabilities, but the data are not presented for confidentiality reasons because of small numbers of students. See Appendix B-15 for details by state for Figure 21.
Figure 21. 2016-17 ELP Assessment Public Reporting
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Summary and Conclusions
Extent of Public Reporting for Students with Disabilities
Twenty-five regular states, and one unique state, reported participation and performance of students with disabilities for all general assessments and alternate assessments based on alternate achievement standards (AA-AAS) used for Title I accountability purposes in 2016-17. Thirty-three of the 61 states reported both participation and performance for all general assessments and 33 reported similar data for the AA-AAS. Of the 37 states with general assessments not used for Title I, only 15 states reported participation and performance. Four reported these data for some tests, three reported performance only, and fifteen states did not report any data.
Extent of Public Reporting for ELs with Disabilities
For ELs with disabilities, the number of states that reported both participation and performance on general assessments decreased to two states from three in 2015-16. For AA-AAS, 12 states reported participation and performance. This number remained the same as 2015-16, but is still lower than the 21 states reporting these data from 2012-13 to 2014-15. Typically, there were more states that reported disaggregated data for ELs with disabilities for this assessment given the ESEA requirement to report state assessments by subgroup. No state reported participation and performance for ELs with disabilities on general assessments not used for Title I, down from one state the prior two years. However, new federal requirements for Title I include that states report EL progress toward English language proficiency, and that data are reported by subgroup including ELs with disabilities, after the 2017-18 school year. Thus, in future years, it is likely that more states will report disaggregated data for ELP assessments.
How Data Are Reported
For regular states, the most common approaches for communicating participation and performance on general assessments and AA-AAS has changed slightly this year from previous years. The most common way to report participation for regular and unique states stayed the same with 29 states reporting the number tested, and 21 states reporting the percentage tested. But, for performance, the first and second most common ways of reporting changed places for the first time since 2009, with more states reporting percent proficient (37 states) than percent by achievement level (36 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. Some states reported public data using multiple methods across participation and performance.
As in past reports, this report presented participation rates for middle school mathematics as an example of how states report participation rates for students with disabilities. Sixteen states reported participation rates by grade in a way that would be comparable to include in a graph. In prior years, some states opted to merge their data for alternates based on modified achievement standards (AA-MAS) or alternates based on grade-level achievement standards (AA-GLAS) with the general assessment reporting for participation and performance, making participation reporting less transparent. But because the AA-MAS has been phased out and starting 2016-17 the AA-GLAS was no longer allowed for Title I, interpreting participation data is more straightforward.
Achievement Gaps
In both reading and mathematics, the achievement gaps between students with and without IEPs continue. As in prior reports, we presented average achievement gaps across three grade levels: elementary, middle school, and high school. For this report we limited the states to those that reported these data for all three select years. The gaps for reading have tended to be smaller for the elementary level over the years, and this was also the smallest average gap in our analyses for this report. For the states in the current analyses, the highest gaps were generally in high school reading across years, and the lowest gaps overall across years were for 2014-15.
Many factors affect changes in average achievement gaps, including states engaging in field-testing or adopting new assessments, states using different methods to report data, and other considerations. These factors should be recognized when looking at gaps across time for individual states.
Other Reporting
Most states (of the 61 examined here) do not publicly report the number of students receiving accommodations and their performance (N=50) or do not have any assessment information found (N=1). Just nine states reported both the number receiving and performance data. One other regular state reported only the number receiving accommodations.
For ELP assessments, most states did not report data for ELs or ELs with disabilities. Nine states reported participation and 10 states reported performance for ELs. Only four states reported participation and performance data for ELs with disabilities. For alternate ELP assessments for ELs with the most significant cognitive disabilities, just two states reported participation and three states reported performance.
Recommendations for Reporting
Some states continue to shift in the assessments they are using for their general or alternate assessments, for different content areas. Still, states are required to report data for students with disabilities with the same frequency and detail as for other students. Two regular states did not report disaggregated participation or performance data for students with disabilities even though they reported data for all students. The following recommendations to states for public reporting of disaggregated data for students with disabilities add to the recommendations suggested in previous reports:
- Report participation and performance results for each assessment, content area, and grade level. This includes reporting alternate assessments separately from the general assessment where confidentiality of students is not jeopardized.
- Clearly label preliminary and final data with dates posted.
- Report number of students with disabilities receiving accommodations.
- Report participation percentages, disaggregated by grade.
- 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 log-in code to access otherwise public data if confidentiality of individual students is not jeopardized.
- Provide reports in a format that are user-friendly for the general public rather than relying on technical reports to be the sole type of public reporting for student data.
- If a state uses other categories that group students with disabilities with other students (e.g., historically under-performing) ensure reporting still occurs for students with disabilities where confidentiality is not jeopardized.
- If report cards disaggregate data by local education agencies, also aggregate those subgroups at the state level.
- For states with customized report generators, build in comparison features by population, grade and content area, with options to export the data easily. Many states do this already, but some require a user to customize an individual report one at a time for every subgroup population, content, grade, and reference peer population.
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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., & 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). Good news bad news in disaggregated subgroup reporting to the public on 2005-2006 assessment results (Technical Report 52). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M. L., & 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.
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.
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Appendix A
The National Center on Educational Outcomes is examining states’ public reports for the 2016-2017 school year assessment results. Our goal is to:
(a) identify all components of each state’s testing system;
(b) determine whether each state reports disaggregated test results for students with disabilities and English language learners (ELLs) with disabilities; and
(c) describe the way participation and performance information is presented.
As in previous years, we are looking at assessment department reports and the equivalent of report cards used for 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 at albus001@umn.edu . Please respond by June 30, 2017.
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 |
||||||
| Partici- pation |
Perform- ance |
Partici- pation |
Perform- ance |
||||
| 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 Alternate Assessment |
3-8, 11 | Reading, Math | 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 | Yes | OR 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 | Yes |
| Number of Students with No scores | No | No | Percent by Achievement Level | Yes | No |
| Percent of Students with No Scores | No | No | Other (e.g., 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)? |
Yes. Has number tested for alternate with and without accommodations with performance in achievement levels and all category percent proficient. |
Yes | Yes |
Report name/Link to report/attach:
https://www.alsde.edu/dept/data/Assessment%20Data/ParticipationInAssessments2016-2017.pdf
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 | |||
| Not found, was ACCESS for ELLs | K-12 | No | No | No |
Top of Page | Table of Contents
Appendix B
Table B-1. Disaggregated Special Education Data on General Assessments: Reading/ELA, Math and Science
| State | Test | Grade | Subject Areas | Partici-pation | Perform-ance | Reporting Summary By State | |||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Part. and Perf. All Tests |
Part. and Perf. Some Tests |
Part. Only for All Tests |
Perf. Only for All Tests |
Perf. Only for Some Tests |
No Publicly Reported Data Found |
||||||
| Regular States | |||||||||||
| Alabama | ACT Aspire | 3 to 8, 10 | Reading, Math | Yes | Yes | Yes | |||||
| Alabama Science | 5,7 | Science | Yes | Yes | |||||||
| Alaska | Performance Evaluation for Alaska’s Schools (PEAKS) |
3 to 10 | English Language Arts and Mathematics |
Yes | Yes | Yes | |||||
| Alaska Science Assessment |
4, 8, 10 | Science | Yes | Yes | |||||||
| Arizona | Arizona’s 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 | ACT Aspire | 3 to 8, 10 | English, Reading, Science, Math, Writing |
Yes | Yes | Yes | |||||
| California | California Standards Test Scores (CST) |
5, 8, 10 | Science | Yes | Yes | Yes | |||||
| Smarter Balanced Summative |
3 to 11 | English Language Arts, Math |
Yes | Yes | |||||||
| Colorado | PARCC Assessment |
3 to 11, EoC | Reading (3-11), Math (3-8) and Alg.I & II, Geom., Integ. I, II, and III. |
Yes | Yes | Yes | |||||
| Colorado Measures of Academic Success |
5, 8 | Science (5,8), | Yes | Yes | |||||||
| Connecticut | Smarter Balanced Assessments |
3 to 8 | English Language Arts, Math |
Yes | Yes | Yes | |||||
| Connecticut Academic Performance Test |
10 | Science | Yes | Yes | |||||||
| Connecticut Mastery Test (CMT) |
5, 8 | Science | Yes | Yes | |||||||
| Connecticut SAT School Day |
11 | Reading, Writing and Language, Mathematics |
No | No | |||||||
| Delaware | Smarter Balanced Assessment |
3-8, 11 | English Language Arts, Math |
Yes | Yes | Yes | |||||
| SAT 11 | 11 | Reading, Math, Science |
Yes | Yes | |||||||
| Delaware Comprehensive Assessment Systems (DCAS) |
5, 8, 10 | Science (5,8,10) |
Yes | Yes | |||||||
| Florida | Florida Standards Assessment |
3 to 10 | English Language Arts (ELA), Mathematics |
Yes | Yes | Yes | |||||
| Statewide Science Assessment |
5, 8 | Science | Yes | Yes | |||||||
| Georgia | Georgia Milestone Assessment End of Grade |
3 to 8 | Language Arts, Math, Science |
Yes | Yes | Yes | |||||
| Georgia Milestone Assessment, EoC |
EoC | Algebra I, CCGPS Coordinate Algebra, 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 |
No | No | X | |||||
| End of Course | EoC | Biology I (required). |
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) |
Yes | Yes | Yes | |||||
| Illinois | PARCC Assessment |
3-8, HS | English Language Arts, Math |
Yes | Yes | Yes | |||||
| Science | 3, 6, 8 | Science | Yes | Yes | |||||||
| Indiana | Indiana State-wide Testing for Education Progress-Plus (ISTEP+) |
3 to 8, 10 | English/Language Arts, Math, Science (4,6) |
Yes | Yes | Yes | |||||
| End of Course Assessments (ECAs) |
EoC | English 10, Algebra I, Biology I Reported English and Algebra I only. |
No | No | |||||||
| 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 |
No | No | X | |||||
| Kentucky | Kentucky Performance Rating for Educational Progress (K-PREP) |
3-8, 10,11 | Reading, Math, Science (4, 7), Writing (5, 6, 8, 10, 11), Language Mechanics (4, 6, 10) |
Yes | Yes | Yes | |||||
| End of Course | EoC | English II, Algebra II, Biology |
Yes | Yes | |||||||
| Stanford Achievement Test 10 (part of K-PREP) |
3 to 8 | Reading, Math (3-8) Science (4,7), Language Mechanics (4,6) |
Yes | Yes | |||||||
| Louisiana | End of Course tests |
EoC, 9 to 12 | English, Math, Science, |
No | No | Yes | |||||
| PARCC general assessment |
3 to 8 | English Language arts, Math |
No | No | |||||||
| LEAP | 3 to 8 | Reading, Math, Science, |
No | Yes | |||||||
| Maine | eMPowerME | 3-8, | Mathematic, Reading, Writing, Language |
Yes | Yes | Yes | |||||
| Maine Educational Assessment (MEA) Science |
5,8, 3rd year HS | Science | Yes | Yes | |||||||
| SAT | HS | Math, English, Language Arts |
Yes | Yes | |||||||
| Maryland | Maryland School Assessment (MSA) |
5, 8 | Science | No | No | Yes | |||||
| PARCC Assessment |
3 to 8 | English Language Arts, Math |
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) |
Yes | Yes | Yes | |||||
| Michigan Merit Exam (MME) |
11 | College Board SAT WorkKeys (reading, mathematics, and locating information), and Michigan- developed Science M-STEP. |
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 | Mississippi Academic Assessment Program (MAAP) |
3 to 8 and EoC | Language Arts, Math |
Yes | Yes | Yes | |||||
| Science Tests | 5,8 | Science | Yes | Yes | |||||||
| High school Subject Area Tests |
EoC | Biology I, | Yes | Yes | |||||||
| Missouri | Grade-Level Assessment |
3-8, HS | English Language Arts, Math, Science (5,8) |
Yes | Yes | Yes | |||||
| Online End of Course Assessments |
EoC | English I and II, Algebra I and II, Geometry, Biology I, Physical Science |
No | No | |||||||
| Montana | Smarter Balanced Assessment |
3-8, 11 | English Language Arts, Math |
Yes | Yes | Yes | |||||
| 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, 10 | Reading, Math (3-8), Science (5,8, 10) |
Yes | Yes | Yes | |||||
| High School Proficiency Exam |
EoC | ELA, Math | Yes | Yes | |||||||
| New Hampshire | Smarter Balanced Assessment |
6, 7, 8 | ELA, Math | Yes | Yes | Yes | |||||
| New England Comprehensive Assessment Program (NECAP) |
4, 8, 11 | Science | No | No | |||||||
| SAT | 10,11 | Reading, Math | Yes | Yes | |||||||
| New Jersey | PARCC Assessment |
3 to 8 | English Language Arts, Math |
Yes | Yes | Yes | |||||
| New Jersey Biology Competency Test |
EoC | Biology | 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 to 8, 11 | English Language Arts, Math |
No | Yes | Yes | |||||
| Standards Based Assessment (SBA) |
4, 7, 10-11 | Science (4, 7, 10, 11) |
No | Yes | |||||||
| Standards Based Assessment Spanish |
4, 7, 10-11 | Reading | No | Yes | |||||||
| New York | New York State Testing Program (NYSTP) |
3 to 8 | English Language Arts, Math, Science (4,8) |
Yes | Yes | Yes | |||||
| Common Core Regents |
EoC | Algebra I, English Language Arts, Geometry |
No | No | |||||||
| Regents Competency Tests |
EoC | Math, Science, Reading, Writing, |
No | No | |||||||
| Regents Exams | EoC | Comprehensive English etc. |
No | No | |||||||
| North Carolina | End of Grade Multiple Choice Test |
3 to 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 | Reading, Math | Yes | Yes | Yes | |||||
| Science Assessment |
4, 8, 11 | Science | Yes | Yes | |||||||
| Ohio | OHIO State Tests |
3 to 8 | Math, Reading, Science (5, 8,) |
Yes | Yes | Yes | |||||
| Ohio End of Course Exams |
HS | Algebra 1, Geometry, Integrated Math 1, Integrated Math 2, Biology, English I and English II |
Yes | Yes | |||||||
| Oklahoma | Oklahoma Core Curriculum Tests (OCCT) |
3 to 8 | Math, Reading, Science (5,8), Geography (7), Writing (5,8) |
No | No | X | |||||
| High School OSTP |
10 | ELA, Math, Science |
No | No | |||||||
| Oregon | Smarter Balanced Assessment |
3-8,11 | English Language Arts, Math |
Yes | Yes | Yes | |||||
| OAKs Online | 5,8,11 | Science | Yes | Yes | |||||||
| Pennsylvania | Pennsylvania System of School Assessment (PSSA) |
3 to 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 | Yes | Yes | |||||
| PARCC Assessment |
3-8, HS | ELA, Math (3-8, HS), Algebra I, Geometry, Integrated Math |
Yes | Yes | |||||||
| South Carolina | Palmetto Assessment of State Standards |
4 to 8 | Science, | Yes | Yes | Yes | |||||
| South Carolina College- and Career- Ready Assessments (SC READY) |
3 to 8 | English, Reading, Writing, Math |
Yes | Yes | |||||||
| End of Course Examination (performance reported as grades A-F) |
EoC | Algebra 1/ Math for Technologies 2, Biology 1/ Applied Biology 2, English 1, |
Yes | Yes | |||||||
| South Dakota | Smarter Balanced Assessment |
3 to 8 | ELA and Math. 11 | Yes | Yes | Yes | |||||
| ACT | HS | Reading, Math | No | No | |||||||
| South Dakota State Test of Educational Progress (DSTEP) |
5, 8, 11 | Science | No | No | |||||||
| Tennessee | Adopted new TNReady standards No assessment data reported |
3 to 8, HS | ELA, Math, Science 3-5 – Science, 6-8 ELA, and 6-8 and 9-12 (combined ranges for math) |
Yes | Yes | Yes | |||||
| End of Course | EoC | Algebra I, Algebra II, English I, English II, English III, Biology, Chemistry |
Yes | Yes | |||||||
| Texas | State of Texas Assessments of Academic Readiness (STAAR) Includes Spanish version Assessments of Academic Readiness |
3 to 8 | Math, Reading, Writing (4,7), Science (5,8) |
Yes | Yes | Yes | |||||
| STAAR EoC* and STAAR-A and STAAR L reporting |
EoC | Algebra I, Biology, English I Reading, English I Writing, |
Yes | Yes | |||||||
| Utah | Student Assessment of Growth and Excellence (SAGE) |
3 to 11 | Reading, 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 to 8 | Reading, Math, Science (3,5,8), |
No | Yes | Yes | |||||
| Content Specific Test |
3 to 8 | Reading, Math, Science |
Yes | Yes | |||||||
| End of Course Test | EoC | Reading, etc. | Yes | Yes | |||||||
| Washington | Smarter Balanced Assessment |
3-8, 11 | English Language Arts, Math |
Yes | Yes | Yes | |||||
| Measurements of Student Progress (MSP) |
5, 8 | Science | No | No | |||||||
| End of Course | EoC | Algebra 1/ Integrated Math 1, Geometry/ Integrated Math 2, Biology (part for Title I) |
Yes | Yes | |||||||
| West Virginia | West Virginia General Summative Assessment (WVGSA} |
3 to 11 | English Language Arts/ Literacy, Math |
Yes | Yes | Yes | |||||
| Science | 5, 8, 10 | Science | Yes | Yes | |||||||
| Wisconsin | Wisconsin Forward |
3 to 8 | English Language Arts, Mathematics, Science (4, 8, 9-11), |
Yes | Yes | Yes | |||||
| ACT | 11 (HS) | English, Reading, Mathematics, 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) | 32 | 12 | 1 | 1 | 4 | ||||||
| Unique States | |||||||||||
| American Samoa | Standards Based Assessments |
3, 5, 7, 10 | Reading (3, 5 reported, 7 and 10 piloting), Math (3, 5, 7, 10) |
No | No | X | |||||
| ACT | 11, 12 | English, Math, Reading, Science |
No | No | |||||||
| Bureau of Indian Education |
Individual state administered assessments |
Elem to HS | By State: Language 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 |
No Title I Assmts. |
|||||||||
| District of Columbia |
PARCC Assessment |
3 to 8, HS | English Language Arts (HS: ELA I and II), Math (HS: Algebra I and II, Geometry, Integrated Math) |
Yes | Yes | Yes | |||||
| Federated States of Micronesia |
No Assessments Used for Title I |
No Title I Assmts. |
|||||||||
| Guam | Stanford Achievement Test, 10 |
1 to 12 | Reading (1,2), Math (1,2), Science(1-8) Following are 9 to 12: Anatomy and Physiology, Biology, Chemistry, Physical Science, Algebra 1 and 2, Geometry, 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 |
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) | 1 | 0 | 0 | 0 | 0 | 10 | |||||
| Total Regular and Unique States (N=61) | 33 | 12 | 0 | 1 | 1 | 14 | |||||
| Percent | 54% | 20% | 0 | 2% | 2% | 22% | |||||
Table B-2. Disaggregated Special Education Data on General Assessments Not Used for Title I
| State | Test | Grade | Subject Areas | Partici- pation |
Perform- ance |
Reporting Summary By State | ||||
|---|---|---|---|---|---|---|---|---|---|---|
| All Used for Title I |
Part. and Perf. All Tests |
Part. and Perf. Some Tests |
Perform- ance Only for Some or All Tests |
No Publicly Reported Data Found |
||||||
| Regular States | ||||||||||
| Alabama | ACT College Readiness Test |
11 | English, Math, Reading, Science |
No | No | X | ||||
| Alaska | None | - | - | Yes | ||||||
| Arizona | None | - | - | Yes | ||||||
| Arkansas | None | - | - | Yes | ||||||
| California | None | - | - | Yes | ||||||
| Colorado | Colorado Measures of Academic Success |
4, 7 | Social Studies | Yes | Yes | Yes | ||||
| Connecticut | None | - | - | Yes | ||||||
| Delaware | End of Course Exams |
EoC | U.S. History (required), Biology, Algebra II, Integrated Mathematics III (not required) |
No | No | Yes | ||||
| SAT 11 | 11 | Social Studies | Yes | Yes | ||||||
| DCAS | 4, 7 | Social Studies | Yes | Yes | ||||||
| Florida | FSA End-of- Course (EOC) Assessments |
EOC | Algebra 1 and Geometry |
Yes | Yes | Yes | ||||
| Next Generation Sunshine State Standards (NGSSS) EOC Assessments |
EOC | Civics, U.S. History, and Biology 1 |
Yes | Yes | ||||||
| Georgia | Georgia Milestone Assessment End of Grade |
3 to 8 | Social Studies | Yes | Yes | Yes | ||||
| Georgia Milestone Assessment EoC |
EoC | United States History/ Economics/ Business/ Free Enterprise |
Yes | Yes | ||||||
| Hawaii | End of Course | EoC | Algebra I, Algebra II, Expository Writing I and/ or U.S. History |
No | No | X | ||||
| Idaho | Idaho Reading Indicator |
K-3 | Reading | No | Yes | Yes | ||||
| Illinois | None | - | - | Yes | ||||||
| Indiana | Indiana Reading Evaluation and Determination (IREAD-3) |
3 | Reading | Yes | Yes | Yes | ||||
| ISTEP+ | 5, 7 | Social Studies | Yes | Yes | ||||||
| Iowa | None | - | - | Yes | ||||||
| Kansas | None | - | - | Yes | ||||||
| Kentucky | ACT | 11 | English, Math, Reading, Science |
Yes | Yes | Yes | ||||
| K-PREP and EoC |
5, 8, EoC | Social Studies |
Yes | Yes | ||||||
| Louisiana | ACT | 12 | English, Reading, Math, Science |
No | Yes | Yes | ||||
| Plan | 10 | English, Math, Reading, Science |
No | No | ||||||
| Dibels Next | K to 3 | Reading | No | No | ||||||
| EoC | EoC | Social Studies | No | No | ||||||
| LEAP | 3 to 8 | Social Studies | No | Yes | ||||||
| Maine | None | - | - | Yes | ||||||
| Maryland | High School Assessments (HSA) |
EoC | English, Algebra/Data Analysis, Biology, Government |
Yes | Yes | Yes | ||||
| Massachusetts | STE-MCAS Tests -used beyond Title I |
9, 10 | Science (Biology, Chemistry, Intro Physics and Technology/ Engineering |
Yes | Yes | Yes | ||||
| Michigan | M-Step and MME |
5, 8, 11 | Social Studies | Yes | Yes | Yes | ||||
| Minnesota | None | - | - | Yes | ||||||
| Mississippi | High School Subject Area Tests |
EoC | US History | No | No | X | ||||
| Missouri | Grade Level Assessment |
HS | Social Studies | Yes | Yes | Yes | ||||
| Online End of Course Assessments |
EoC | American History, Government |
No | No | ||||||
| Montana | ACT Plus Writing |
HS | Reading, Language, Math, Science, Writing |
No | No | X | ||||
| Nebraska | ACT | HS | ELA, Math, Science |
Yes | Yes | Yes | ||||
| Nevada | ACT | 11 | Yes | Yes | Yes | |||||
| New Hampshire | None | - | - | Yes | ||||||
| New Jersey | None | - | - | Yes | ||||||
| New Mexico | None | - | - | Yes | ||||||
| New York | Regents Competency Tests |
EoC | Global Studies, US History and Government |
No | No | X | ||||
| North Carolina | ACT Benchmark | 11 | English, Math, Reading, Science, Writing. State requires taking in 11th grade. |
No | No | X | ||||
| North Dakota | None | - | - | Yes | ||||||
| Ohio | Ohio State Tests | 4, 6 | Social Studies | Yes | Yes | Yes | ||||
| Ohio End of Course Exams |
EoC | American History and American Government |
Yes | Yes | ||||||
| Oklahoma | OCCT | 5, 8 | Social Studies, US History |
No | No | X | ||||
| High School OSTP |
EoC | US History | No | No | ||||||
| Oregon | OAKS Online | 5, 8, 11 | Social Studies | Yes | Yes | Yes | ||||
| Pennsylvania | None | - | - | Yes | ||||||
| Rhode Island | None | - | - | 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 | ||||||
| Palmetto Assessment of State Standards |
4 to 8 | Social Studies | Yes | Yes | ||||||
| End of Course Exam |
EoC | US History and the Constitution |
Yes | Yes | ||||||
| South Dakota | None | - | - | Yes | ||||||
| Tennessee | ACT | HS | English, Math, Reading, Science, Composite |
No | No | Yes | ||||
| End of Course | EoC | US History | Yes | Yes | ||||||
| Texas | STAAR | 8 | Social Studies | Yes | Yes | Yes | ||||
| STAAR EoC, STAAR A, and STAAR L |
EoC | US History | Yes | Yes | ||||||
| Utah | K3 Reading Competency |
K to 3 | Reading | No | Yes | Yes | ||||
| Vermont | None | - | - | Yes | ||||||
| Virginia | SOL | 3, 5, 8 | History, Social Studies |
No | Yes | Yes | ||||
| Content Specific Test |
3 to 8 | Hisotry/ Social Science |
Yes | Yes | ||||||
| Washington | End of Course (partially) |
EoC | Algebra 1/ Integrated Math 1, Geometry/ Integrated Math 2, Biology. Part not used for Title I. |
No | No | X | ||||
| West Virginia | College and Career Readiness Aassessment |
12 | College and Career Readiness |
No | No | X | ||||
| ACT | HS | English, Math, Reading, Science |
No | No | ||||||
| SAT (PSAT 8/9, PSAT NMSQT, PSAT10) |
HS | Critical Reading and Math |
No | No | ||||||
| Wisconsin | Wisconsin Forward |
4, 8, 10 | Social Studies | Yes | Yes | Yes | ||||
| Wyoming | 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 | X | ||||
| Total Regular States (N=50) | 18 | 15 | 4 | 3 | 10 | |||||
| Unique States | ||||||||||
| American Samoa |
None | - | - | Yes | ||||||
| Bureau of Indian Education |
Unclear | - | - | 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 to 9 | Reading/Language Arts, Mathematics, Science, Social Studies |
No | No | X | ||||
| PSAT 8-9, PSAT/NMSQT |
8-9, 10-11 | Reading, Writing and Language, Math |
No | No | ||||||
| District of Columbia |
None | - | - | 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), Science (8) |
No | No | X | ||||
| Guam | Standards-Based Assessment (Partially used for Title I) |
1 to 12 | Reading, Math | No | No | X | ||||
| SAT 10 | 1 to 12 | Social Studies, US Government, US History, World History, Guam History and Geography |
No | No | ||||||
| Palau | No information found |
- | - | No Info. Found | ||||||
| Puerto Rico | None | - | - | Yes | ||||||
| Republic of Marshall Islands |
MISAT | 3, 6, 8, 10, 12 | English Reading | No | No | X | ||||
| U.S. Virgin Islands | None | - | - | Yes | ||||||
| Total Unique States (N=11) | 6 | 0 | 0 | 0 | 5 | |||||
| Total Regular and Unique States (N=61) | 24 | 15 | 4 | 3 | 15 | |||||
| Percent | 42% | 24% | 6% | 5% | 24% | |||||
Table B-3. Disaggregated Special Education Data for AA-AAS: Reading/ELA, Math, and Science
| State | Test | Grade | Subject Areas | Partici- pation |
Perform- ance |
Summary by State | ||||
|---|---|---|---|---|---|---|---|---|---|---|
| Partic. and Perf. for All Tests |
Partic. and Perf. for Some Tests |
Perf. Only for All Tests |
No Alt. for Title I |
No Publicly Reported Data Found |
||||||
| Regular States | ||||||||||
| Alabama | Alabama Alternate Assessment (AAA) |
3-8, 11 | Reading, Math | Yes | Yes | Yes | ||||
| Alaska | Dynamic Learning Maps (DLM) Alternate Assessment |
3 to 10 | ELA and Mathematics |
Yes | Yes | Yes | ||||
| Alaska Science Alternate Assessment |
4, 8, 10 | Science | Yes | Yes | ||||||
| Arizona | AIMS Alternate, NCSC |
3 to 11, EOC | English Language Arts, Math |
Yes | Yes | Yes | ||||
| Arkansas | MSAA | 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 | No | No | ||||||
| Colorado | Colorado Alternate Assessment (CoAlt) |
4-5,7-8, | Science (5, 8) | Yes | Yes | Yes | ||||
| Colorado Alternate Assessment (CoAlt) |
3 to 11 | English Language Arts, Math |
Yes | Yes | ||||||
| Connecticut | Alternate CMT and CAPT |
5, 8, 10 | Science | No | No | X | ||||
| Connecticut Alternate Assessment |
3 -8, 11 | English Language Arts, Math |
No | No | ||||||
| Delaware | Delaware Comprehensive Assessment System (DCAS-Alt) |
3 to 11 | Reading, Math (3-11), Science (5,8,10) |
Yes | Yes | Yes | ||||
| Florida | Florida Standards Alternate Assessment (FSAA) |
3–10 and EOC | Grades 3–10 ELA, grades 3–8 Mathematics, grades 5 and 8 Science, Algebra 1, Geometry, Civics, Biology 1 |
Yes | Yes | Yes | ||||
| Georgia | Georgia Alternate Assessment |
K, 3-8, 11 | English/ Language Arts, Math, Science |
Yes | Yes | Yes | ||||
| Hawaii | Alternate Assessment | 3-8, HS | Reading, Math, Science (4,8,11) |
No | No | X | ||||
| Idaho | ISAT Alternate Science |
5, 7, HS | Science | Yes | Yes | Yes | ||||
| NCSC/Multi- State Alternate Assessment (MSAA) |
3-8, HS | English Language Arts, Math |
Yes | Yes | ||||||
| Illinois | DLM | 3-8,11 | English Language Arts, Math |
Yes | Yes | Yes | ||||
| Indiana | Indiana Standards Tool for Alternate Reporting (ISTAR) |
3-8 and 10 | ELA, Math Science (4, 7) |
No | No | X | ||||
| Iowa | Iowa Alternate Assessment (IAA) |
3-8,11 | Reading, Math | Yes | Yes | Yes | ||||
| Iowa Alternate Assessment (IAA) Science |
5,8,11 | Science | Yes | Yes | ||||||
| Kansas | DLM Alternate Assessment |
3-8, 10, 11 | Reading, Math, Science (4, 7, 11) |
No | No | X | ||||
| Kentucky | Alternate Kentucky Performance Rating for Educational Progress (K-PREP) |
3 to 12 | Reading (3-9), Math (3-8,10), Writing (4,5,6, 8, 10,11), Science (4,7,11) |
Yes | Yes | Yes | ||||
| Louisiana | Louisiana Alternate Assessment 1 |
3 to 11 | Reading, Math, Science (4, 8, 11) |
No | No | X | ||||
| Maine | Multi-State Alternate Assessment (MSAA) |
3-8, HS | ELA/Literacy, Math |
Yes | 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 to 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) |
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 | Mississippi Academic Assessment Program-Alternate (MAAP-A) |
8-Mar | Language Arts, Math, Science (5,8) |
Yes | Yes | Yes | ||||
| Mississippi Academic Assessment Program-Alternate (MAAP-A) |
HS | Language Arts, Math, Science |
Yes | Yes | ||||||
| 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 | 3-8, 10 | English Language Arts, Math |
Yes | Yes | Yes | ||||
| 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, No Science or Writing reported |
No | No | X | ||||
| New Hampshire | New Hampshire Alternate Learning Progression Assessment (NH ALPS) |
4, 8. 11 | Science | No | Yes | Yes | ||||
| DLM | 3-8, 11 | Reading, Math | No | Yes | ||||||
| New Jersey | Alternate Proficiency Assessment |
4, 8, 11 | Science | Yes | Yes | Yes | ||||
| DLM | 3-8, 11 | Reading Math | Yes | Yes | ||||||
| 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) |
Yes | Yes | Yes | ||||
| North Carolina | North Carolina Extend 1 (NCEXTEND1) |
8-Mar | Reading, Math, Science (5,8) |
Yes | Yes | Yes | ||||
| North Carolina Extend 1 (NCEXTEND1) |
10 | Math I, Biology, English II |
Yes | Yes | ||||||
| North Dakota | Dynamic Learning Maps |
3-8, 11 | Reading/ Language Arts, Math, Science |
Yes | Yes | Yes | ||||
| ND Alternate Assessment Science |
4, 8, 11 | Science | Yes | Yes | ||||||
| Ohio | Alternate Assessment for Students with Cognitive Disabilities (AASCD) |
3 to 8 | English/ Language Arts, Math, Science (5,8) |
Yes | Yes | Yes | ||||
| Alternate Ohio Graduation Test (OGT-HS-AASCD) |
HS | English/ Language Arts, Math, Science |
Yes | Yes | ||||||
| Oklahoma | Oklahoma Alternate Assessment Program (OAAP) |
3-8, HS | ELA, Math, Science |
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 (PASA) |
3-8, 11 | Reading, Math. Science (4, 8, 11) No Science found. |
No | No | X | ||||
| Rhode Island | MSAA (Multi-State Alternate Assessment) |
3 to 8, 11 | ELA, Math. No Science alternate data found. |
Yes | Yes | Yes | ||||
| South Carolina | South Carolina Alternate (SC-ALT) |
4 to 8, 11 | Science | No | No | X | ||||
| NCSC Alternate Assessment |
3 to 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 | Yes | ||||
| NCSC Alternate Assessment |
3-8,11 | English Language Arts, Math |
Yes | Yes | ||||||
| Tennessee | MSAA | 2-8, 11 | English Language Arts, Math, Writing |
No | No | X | ||||
| TCAP-Alt | 3 to 8, 10 | Science (10), | No | No | ||||||
| Texas | STAARALT 2 | 3 to 8 | Math, Reading, Writing (4,7), Science (5,8) |
Yes | Yes | Yes | ||||
| STAARALT2 EoC | EoC | English I, English II, Algebra I, Biology |
Yes | Yes | ||||||
| Utah | DLM Alternate Assessment |
3 to 11 | ELA, Math | Yes | Yes | Yes | ||||
| Utah Alternate Assessment |
4 to 11 | Science | Yes | Yes | ||||||
| Vermont | Vermont Alternate Assessment Portfolio |
4, 8, 11 | Science | No | No | X | ||||
| DLM Alternate Assessment |
3 to 11 | ELA, Math | No | No | ||||||
| Virginia | Virginia Alternate Assessment Portfolio (VAAP) |
3 to 8 | Reading, Math, Science |
Yes | Yes | Yes | ||||
| Virginia Alternate Assessment Portfolio End of Course (VAAP EoC) |
EoC | Reading, Math, 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 Unlcear if changed to DLM in 2016 and 2017. |
3-8, HS | Reading, Math | Yes | Yes | Yes | ||||
| Wisconsin | DLM Alternate Assessment |
3 to 11 | English Language Arts, Math, Science (4, 8, 9-11), |
Yes | 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) | 32 | 3 | 2 | 0 | 13 | |||||
| Unique States | ||||||||||
| American Samoa | Alternate Assessment | 3-8, 10 | Reading, Math | No | No | X | ||||
| Bureau of Indian Education |
Alternates based on Alternate achievement standards |
All assessed | By state | 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 |
No Title I assessment |
12-Mar | Reading/ Language Arts, Mathematics, Science |
- | - | X | ||||
| District of Columbia |
MSAA | 3 to 8, HS | English Language Arts, Math |
Yes | Yes | Yes | ||||
| Federated States of Micronesia |
No Title I assessment |
- | - | 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 | 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 Title I assessment |
- | - | X | ||||||
| U.S. Virgin Islands | MSAA (NCSC) Alternate Assessment |
3-8, 11 | English Language Arts. Math |
No | No | X | ||||
| Total Unique States (N=11) | 1 | 0 | 0 | 3 | 7 | |||||
| Total Regular and Unique States (N=61) | 33 | 3 | 2 | 3 | 20 | |||||
| Percent | 54% | 5% | 3% | 5% | 33% | |||||
Table B-4 Disaggregated Data for ELs with Disabilities for General Assessments: Reading/ELA, Math, and Science.
| State | Test | Grade | Subject Areas | Partici- pation |
Perform-ance | Reporting Summary By State | |||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Part. and Perf. All Tests |
Part. and Perf. Some Tests |
Perf. Only All Tests |
No Assmt. Used for Title I |
No Inform- ation on Assmts. Found |
No Publicly Reported Data Found |
||||||
| Regular States | |||||||||||
| Alabama | ACT Aspire | 3 to 8, 10 | Reading, Math | No | No | X | |||||
| Alaska | Performance Evaluation for Alaska’s Schools (PEAKS) |
3 to 10 | English Language Arts, Mathematics |
No | No | X | |||||
| Alaska Science Assessment |
4, 8, 10 | Science | No | No | |||||||
| Arizona | Arizona’s 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 | ACT Aspire | 3-8, 10 | English, Reading, Science, Math, Writing |
No | No | X | |||||
| California | California Standards Test Scores (CST) |
5, 8, 10 | Science | No | No | X | |||||
| Smarter
Balanced Summative |
3 to 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 |
5, 8 | Science (5,8), | No | No | |||||||
| Connecticut | Smarter Balanced Assessments |
3 to 8 | English Language Arts, Math |
No | No | X | |||||
| Connecticut Academic Performance Test |
10 | Science | No | No | |||||||
| Connecticut Mastery Test (CMT) |
5, 8 | Science | No | No | |||||||
| Connecticut | Connecticut SAT School Day |
11 | Reading, Writing and Language, Mathematics |
No | No | X | |||||
| Delaware | Smarter Balanced Assessment |
3-8, 11 | English Language Arts, Math |
No | No | X | |||||
| SAT 11 | 11 | Reading, Math, Science |
No | No | |||||||
| Delaware Comprehensive Assessment Systems (DCAS) |
5,8, 10 | Science (5,8,10) | No | No | |||||||
| Florida | Florida Standards Assessment |
3 to 10 | English Language Arts (ELA), Mathematics |
No | No | X | |||||
| Statewide Science Assessment |
5, 8 | Science | No | No | |||||||
| Georgia | Georgia Milestone Assessment End of Grade |
3 to 8 | Language Arts, Math, Science, |
No | No | X | |||||
| Georgia Milestone Assessment, EoC |
EoC | Algebra I, CCGPS Coordinate Algebra, 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). |
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 to 8, 10 | English/ Language Arts, Math, Science (4,6), |
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, |
No | No | X | |||||
| End of Course | EoC | English II, Algebra II, Biology |
No | No | |||||||
| Stanford Achievement Test 10 (part of K-PREP) |
3 to 8 | Reading, Math (3-8) Science (4,7), Language Mechanics (4,6) |
No | No | |||||||
| Louisiana | LEAP | 3 to 8 | Reading, Math, Science |
No | No | X | |||||
| End of Course tests | EoC, 9 to 12 | English, Math, Science |
No | No | |||||||
| PARCC general assessment |
3 to 8 | English Language arts, Math |
No | No | |||||||
| Maine | eMPowerME | 3 to 8 | Math, Reading, Writing, Language |
No | No | X | |||||
| Maine Educational Assessment (MEA) Science |
5,8, 3rd year HS | Science | No | No | |||||||
| SAT | High School | Math, English Language Arts |
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 | |||||||
| Massachusetts | Massachusetts Comprehensive Assessment System (MCAS) |
3-8, 10 | English/ Language Arts, Math, |
No | No | X | |||||
| Massachusetts Next Generation MCAS Tests |
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) |
No | No | X | |||||
| Michigan Merit Exam (MME) |
11 | College Board SAT, WorkKeys job skills assessments in reading, mathematics, and locating |
No | No | |||||||
| 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 | Mississippi Academic Assessment Program (MAAP) |
3 to 8, EoC | Language Arts, Math | No | No | X | |||||
| Science Tests | 5,8 | Science | No | No | |||||||
| High school Subject Area Tests |
EoC | Biology I | No | No | |||||||
| Missouri | Grade-Level Assessment |
3-8, HS | English Language Arts, Math, Science (5,8), |
No | No | X | |||||
| Online End of Course Assessments |
EoC | English I and II, Algebra I and II, Geometry, Biology I, Physical Science, |
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, 10 | Reading, Math (3-8), Science (5,8, 10) |
No | No | X | |||||
| High School Proficiency Exam |
EoC | ELA, Math | No | No | |||||||
| New Hampshire | Smarter Balanced Assessment |
6, 7, 8 | ELA Math | No | No | X | |||||
| New England Comprehensive Assessment Program (NECAP) |
4, 8, 11 | Science | No | No | |||||||
| SAT | 10, 11 | Reading, Math | No | No | |||||||
| New Jersey | PARCC Assessment | 3 to 8 | English Language Arts, Math |
No | No | X | |||||
| New Jersey Biology Competency Test |
EoC | Biology | No | No | |||||||
| 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 to 8, 11 | English Language Arts, Math |
No | No | X | |||||
| Standards Based Assessment (SBA) |
4, 7, 10-11 | Science (4, 7, 10, 11). and High School SBA serves as diploma also |
No | No | |||||||
| Standards Based Assessment Spanish |
4, 7, 10-11 | Reading | No | No | |||||||
| New York | New York State Testing Program (NYSTP) |
3 to 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, etc. | No | No | |||||||
| Regents Exams | EoC | Compre-hensive English etc. |
No | No | |||||||
| North Carolina | End of Grade Multiple Choice Test |
3 to 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 | Reading, Math | No | No | X | |||||
| Science Assessment | 4, 8, 11 | Science | No | No | |||||||
| Ohio | Ohio State Tests | 3 to 8 | Math, Reading, Science (5, 8,) |
Yes | Yes | Yes | |||||
| Ohio Graduation Tests (OGT) |
HS | Reading, Math, Science, Writing |
Yes | Yes | |||||||
| Oklahoma | Oklahoma Core Curriculum Tests (OCCT) |
3 to 8 | Math, Read etc. | No | No | X | |||||
| High School OSTP | 10 | ELA, Math, Science |
No | No | |||||||
| Oregon | Smarter Balanced Assessment |
3-8,11 | English Language Arts, Math |
No | No | X | |||||
| OAKs Online | 5,8,11 | Science | No | No | |||||||
| Pennsylvania | Pennsylvania System of School Assessment (PSSA) |
3 to 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) Science |
4, 8, 11 | Science | No | No | X | |||||
| PARCC Assessment | 3-8, HS | ELA, Math (3-8, HS), Algebra I, Geometry, Integrated Math I |
No | No | |||||||
| South Carolina | Palmetto Assessment of State Standards |
4 to 8 | Science | No | No | X | |||||
| South Carolina College- and Career- Ready Assessments (SC READY) |
3 to 8 | English, Reading, Writing, Math |
No | No | |||||||
| End of Course Examination (performance reported as grades A-F) |
EoC | Algebra 1 /Math etc. | No | No | |||||||
| South Dakota | Smarter Balanced Assessment |
3 to 8, 11 | ELA and Math | No | No | X | |||||
| ACT | HS | Reading, Math | No | No | |||||||
| South Dakota State Test of Educational Progress (DSTEP) |
5, 8,11 | Science | No | No | |||||||
| Tennessee | Adopted new TNReady standards No assessment data reported |
3 to 8, HS | ELA, Math, Science And scores for 3-5– Science, 6-8 ELA, and 6-8 and 9-12 combined ranges for math reported |
No | No | X | |||||
| End of Course | EoC | Algebra I, Algebra II, English I, English II, English III Biology, Chemistry |
No | No | |||||||
| Texas | State of Texas Assessments of Academic Readiness (STAAR) Includes Spanish version |
3 to 8 | Math, Reading, Writing (4,7), Science (5,8) |
No | No | X | |||||
| STAAR EoC* and STAAR-A and STAAR L reporting |
EoC | Algebra I etc. | No | No | |||||||
| Utah | Student Assessment of Growth and Excellence (SAGE) |
3 to 11 | Reading, 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 to 8 | Reading, Math, Science (3,5,8) Writing (5,8) |
No | No | X | |||||
| Content Specific Test | 3 to 8 | Reading, Math, Science |
No | No | |||||||
| End of Course Test | EoC | Reading, Writing. | No | No | |||||||
| 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/Inte etc. | No | No | |||||||
| West Virginia | West Virginia General Summative Assessment (WVGSA} |
3 to 11 | English Language Arts/ Literacy, Math |
No | No | X | |||||
| Science | 5, 8, 10 | Science | No | No | |||||||
| Wisconsin | ACT | 11 (HS) | English, Reading, Mathematics, Writing, Science |
No | No | X | |||||
| Wisconsin Forward | 3 to 8 | English Language Arts, Mathematics, Science(4, 8, 9-11) |
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) | 2 | 0 | 0 | 0 | 0 | 48 | |||||
| Unique States | |||||||||||
| American Samoa | Standards Based Assessments |
3, 5, 7, 10 | Reading (3, 5 reported, 7 and 10 piloting), Math (3, 5, 7, 10) |
No | No | X | |||||
| ACT | 11, 12 | English, Math, Reading, Science |
No | No | |||||||
| 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 Title Iassessment | X | |||||||||
| District of Columbia |
PARCC Assessment | 3 to 8, HS | English Language Arts (HS: ELA I and II), Math (HS: Algebra I and II, Geometry, Integrated Math) |
No | No | X | |||||
| Federated States of Micronesia |
No Assessments Used for Title I |
X | |||||||||
| Guam | Stanford Achievement Test, 10 |
1 to 12 | Reading Math | 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 |
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 | 0 | 3 | 1 | 7 | |||||
| Total Regular and Unique States (N=61) | 2 | 0 | 0 | 3 | 1 | 55 | |||||
| Percent | 3% | 0% | 0% | 5% | 2% | 90% | |||||
Table B-5 Disaggregated ELs with Disabilities on General Assessments Not Used for Title I
| State | Test | Grade | Subject Areas | 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. Inform- ation Found |
No Publicly Reported Data Found |
||||||
| Regular States | ||||||||||
| Alabama | The ACT College Readiness Test |
11 | English, Math, Reading, Science |
No | No | X | ||||
| Alaska | None | - | - | Yes | ||||||
| Arizona | None | - | - | Yes | ||||||
| Arkansas | None | - | - | Yes | ||||||
| California | None | - | - | Yes | ||||||
| Colorado | Colorado Measures of Academic Success |
4,7 | Social Studies | No | No | X | ||||
| Connecticut | None | - | - | Yes | ||||||
| Delaware | End of Course Exams | EoC | U.S. History (required), Biology, Algebra II, Integrated Mathematics III (not required) |
No | No | X | ||||
| SAT 11 | 11 | Social Studies | No | No | ||||||
| DCAS | 4,7 | Social Studies | No | No | ||||||
| Florida | FSA End-of-Course (EOC) Assessments |
EOC | Algebra 1 and Geometry |
No | No | X | ||||
| Next Generation Sunshine State Standards (NGSSS) EOC Assessments |
EOC | Civics, U.S. History, and Biology 1 |
No | No | ||||||
| Georgia | Georgia Milestone Assessment EoG and EoC |
3 to 8, EoC | Social Studies, US History, Eonomics/ Business Enterprise |
No | No | X | ||||
| Hawaii | End of Course | EoC | Algebra I, Algebra II, Expository Writing I and/or U.S. History |
No | No | X | ||||
| Idaho | Idaho Reading Indicator |
K-3 | Reading | No | No | X | ||||
| Illinois | None | - | - | Yes | ||||||
| Indiana | Indiana Reading Evaluation and Determination (IREAD-3) |
3 | Reading | No | No | X | ||||
| ISTEP+ | 5,7 | Social Studies | No | No | ||||||
| Iowa | None | - | - | Yes | ||||||
| Kansas | None | - | - | Yes | ||||||
| Kentucky | ACT | HS | English, Math, Reading, Science |
No | No | X | ||||
| K-PREP | 5,8 | Social Studies | No | No | ||||||
| End of Course | EoC | US History | No | No | ||||||
| Louisiana | ACT | 12 | English, Reading, Math, Science |
No | No | X | ||||
| PLAN | 10 | English, Math, Reading, Science |
No | No | ||||||
| Dibels Next | K-3 | Reading | No | No | ||||||
| LEAP | 3 to 8 | Social Studies | No | No | ||||||
| End of Course | EoC | Social Studies | No | No | ||||||
| Maine | None | - | - | Yes | ||||||
| Maryland | High School A ssessments (HSA) |
EoC | English, Algebra/ Data Analysis, Biology, Government |
No | No | X | ||||
| Massachusetts | STE-MCAS Tests- used beyond Title I |
9, 10 | Science (Biology, Chemistry, Intro Physics and Technology/ Engineering |
No | No | X | ||||
| Michigan | M-STEP | 5, 8, 11 | Social Studies | No | No | X | ||||
| Minnesota | None | - | - | Yes | ||||||
| Mississippi | High School Subject Area Tests |
EoC | US History | No | No | X | ||||
| Missouri | Grade-Level Assessment and Online End of Course Assessment |
HS, EoC | Social Studies, American History, Government |
No | No | X | ||||
| Montana | ACT Plus Writing | HS | Reading, Language, Math, Science, Writing |
No | No | X | ||||
| Nebraska | ACT | HS | ELA, Math, Science | No | No | X | ||||
| Nevada | ACT | 11 | Math, Reading, Science, Writing |
No | No | X | ||||
| New Hampshire | None | - | - | Yes | ||||||
| New Jersey | None | - | - | Yes | ||||||
| New Mexico | None | - | - | Yes | ||||||
| New York | Regents Competency Tests |
EoC | Global Studies, US History, Government |
No | No | X | ||||
| North Carolina | ACT Benchmark | 11 | English, Math, Reading, Science, Writing. |
No | No | X | ||||
| North Dakota | None | - | - | Yes | ||||||
| Ohio | Ohio State Tests and Ohio Graduation Tests |
4, 6, HS | Social Studies | No | No | X | ||||
| Oklahoma | High School OSTP | EoC | US History | No | No | X | ||||
| Oregon | OAKS Online | 5,8,11 | Social Studies | No | No | X | ||||
| Pennsylvania | None | - | - | Yes | ||||||
| Rhode Island | None | - | - | 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 | ||||||
| Palmetto Assessment of state Standards and End of Course Exam |
4 to 8, EoC | Social Studies, US History and the Constitution |
No | No | ||||||
| South Dakota | None | - | - | Yes | ||||||
| Tennessee | ACT | HS | English, Math, Reading, Science, Composite |
No | No | X | ||||
| End of Course | EoC | US History | No | No | ||||||
| Texas | STAAR STAAR EoC (and STAAR-A and STAAR L) |
8, EoC | Social Studies, US History |
No | No | X | ||||
| Utah | K3 Reading Competency | K to 3 | Reading | No | No | X | ||||
| Vermont | None | - | - | Yes | ||||||
| Virginia | SOL | 3, 5, 8 | History/Social Studies |
No | No | X | ||||
| Content Specific Test | 3 to 8 | History/Social Studies |
No | No | ||||||
| Washington | End of Course (partially) |
EoC | Algebra 1/Integrated Math 1, Geometry/ Integrated Math 2, Biology |
No | No | X | ||||
| West Virginia | College and Career Readiness Aassessment |
12 | College and Career Readiness |
No | No | X | ||||
| ACT | HS | English, Math, Reading, Science |
No | No | ||||||
| SAT (PSAT 8/9, PSAT NMSQT, PSAT10) |
HS | Critical Reading and Math |
No | No | ||||||
| Wisconsin | Wisconsin Forward | 4, 8, 10 | Social Studies (4, 8, 10) |
No | No | X | ||||
| Wyoming | 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 | X | ||||
| Total Regular States (N=50) | 18 | 0 | 0 | 0 | 32 | |||||
| Unique States | ||||||||||
| American Samoa | None | - | - | 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 |
9-Mar | Reading/Language Arts, Mathematics, Science, Social Studies |
No | No | X | ||||
| PSAT 8-9, PSAT/NMSQT | 8-9, 10-11 | Reading, Writing and Language, Math |
No | No | ||||||
| District of Columbia | None | - | - | 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), Science (8) |
No | No | X | ||||
| Guam | Standards-Based Assessment (partially used for Title I) |
12-Jan | Guam History, and Geography, World History, US Government, US History |
No | No | X | ||||
| Palau | No information found | - | - | X | ||||||
| Puerto Rico | None | - | - | Yes | ||||||
| Republic of Marshall Islands |
MISAT | 3, 6, 8, 10, 12 |
English Reading, Marshallese Reading, Math, Science. |
No | No | X | ||||
| U.S. Virgin Islands | None | - | - | Yes | ||||||
| Total Unique States (N=11) | 5 | 0 | 0 | 1 | 5 | |||||
| Total Regular and Unique States (N=61) | 23 | 0 | 0 | 1 | 37 | |||||
| Percent | 38% | 0% | 0% | 2% | 60% | |||||
Table B-6 Disaggregated ELs with Disabilities Data For AA-AAS: Reading/ELA, Math, and Science
| State | Test | Grade | Subject Areas | 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) |
No | No | X | ||||
| Alabama Science (Alternate) |
5, 7 | Science | No | No | ||||||
| Alaska | Dynamic Learning Maps (DLM) Alternate Assessment |
3 to 10 | ELA, Mathematics | No | No | X | ||||
| Alaska Science Alternate Assessment |
4, 8, 10 | Science | No | No | ||||||
| Arizona | AIMS Alternate, NCSC |
3 to 11 | English Language Arts, Math |
No | No | X | ||||
| Arkansas | MSAA | 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 | No | No | ||||||
| Colorado | Colorado Alternate Assessment (CoAlt) |
4-5,7-8 | Science (5, 8), | Yes | Yes | Yes | ||||
| Colorado Alternate Assessment (CoAlt) |
3 to 11 | English Language Arts, Math |
No | No | ||||||
| Connecticut | Alternate CMT and CAPT |
5, 8, 10 | Science | No | No | X | ||||
| Connecticut Alternate Assessment |
3 -8, 11 | English Language Arts, Math |
No | No | ||||||
| Delaware | Delaware Comprehensive Assessment System (DCAS-Alt) |
11-Mar | Reading, Math (3-11), Science (5,8,10) |
Yes | Yes | Yes | ||||
| Florida | Florida Standards Alternate Assessment (FSAA) |
3–10 and EOC | Grades 3-10 ELA, grades 3-8 Math, grades 5 and 8 Science, Algebra 1, Geometry, Civics, Biology 1 |
No | No | X | ||||
| Georgia | Georgia Alternate Assessment |
K, 3-8, 11 | English/Language Arts, Math, Science |
No | No | X | ||||
| 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 / Multi-State Alternate Assessment (MSAA) |
3-8, HS | English Language Arts, Math |
No | No | ||||||
| Illinois | DLM | 3-8,11 | English Language Arts, Math |
Yes | Yes | Yes | ||||
| Indiana | Indiana Standards Tool for Alternate Reporting (ISTAR) |
3-8 and 10 | ELA, Math Science (4, 7) |
No | No | X | ||||
| 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 Alternate Assessment |
3-8, 10, 11 | Reading, Math, Science (4, 7, 10) |
No | No | X | ||||
| Kentucky | Alternate Kentucky Performance Rating for Educational Progress (K-PREP) |
3 to 12 | Reading (3-9), Math (3-8,10), Writing (4,5,6, 8,10,11), Science (4,7,11 |
No | No | X | ||||
| Louisiana | Louisiana Alternate Assessment 1 |
3 to 11 | English/Language arts, Math, Science |
No | No | X | ||||
| Maine | Mult-State Alternate Assessment (MSAA) |
3-8 and HS | Math, ELA/Literacy | No | No | X | ||||
| 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 to 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) |
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 | Mississippi Academic Assessment Program- Alternate (MAAP-A) |
3 to 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, 10 | English Language Arts, Math |
Yes | Yes | Yes | ||||
| 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, Science (8), Writing (8) |
No | No | X | ||||
| 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 | Yes | Yes | ||||||
| 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), |
No | No | X | ||||
| North Carolina | North Carolina Extend 1 (NCEXTEND1) |
3 to 8 | Reading, Math, Science (5,8) |
Yes | Yes | Yes | ||||
| North Carolina Extend 1 (NCEXTEND1) |
10 | Math I, Biology, English II |
Yes | Yes | ||||||
| North Dakota | Dynamic Learning Maps | 3-8, 11 | Reading/Language Arts, Math, Science |
No | No | X | ||||
| ND Alternate Assessment Science |
4, 8, 11 | Science | No | No | ||||||
| Ohio | Alternate Assessment for Students with Cognitive Disabilities (AASCD) |
3 to 8 | English/Language Arts, Math, Science (5,8) |
Yes | Yes | Yes | ||||
| Alternate Ohio Graduation Test (OGT HS--AASCD) |
HS | English/Language Arts, Math, Science |
Yes | Yes | ||||||
| Oklahoma | Oklahoma Alternate Assessment Program (OAAP) |
3-8, HS | ELA, Math, Science | 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 (PASA) |
3-8, 11 | Reading, Math, Science (4, 8, 11) No Science found. |
No | No | X | ||||
| Rhode Island | MSAA (Multi-State Alternate Assessment) |
3 to 8, 11 | ELA, Math. No Science alternate data found. |
No | No | X | ||||
| South Carolina | South Carolina Alternate (SC-ALT) |
4 to 8, 11 | Science | No | No | X | ||||
| NCSC Alternate Assessment |
3 to 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 Alternate Assessment |
3-8, 11 | English Language Arts, Math |
No | No | ||||||
| Tennessee | MSAA | 2-8, 11 | English Language Arts, Math, Writing |
No | No | X | ||||
| TCAP-Alt | 3 to 8, 10 | Science (10) | No | No | ||||||
| Texas | STAARALT 2 | 3 to 8 | Math, Reading, Writing (4,7), Science (5,8) |
Yes | Yes | Yes | ||||
| STAARALT2 EoC | EoC | English I, English II, Algebra I, Biology |
Yes | Yes | ||||||
| Utah | DLM | 3 to 11 | Language Arts, Math, and Science |
No | No | X | ||||
| Utah Alternate Assessment | 4 to 11 | Science | No | No | ||||||
| Vermont | Vermont Alternate Assessment Portfolio |
4, 8, 11 | Science | No | No | X | ||||
| DLM Alternate Assessment | 3 to 11 | ELA, Math | No | No | ||||||
| Virginia | Virginia Alternate Assessment Portfolio (VAAP) |
3 to 8 | Reading, Math, Science |
No | No | X | ||||
| Virginia Alternate Assessment Portfolio End of Course (VAAP EoC) |
EoC | Reading, Math, Science |
No | No | ||||||
| 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 Unlcear if changed to DLM in 2016 and 2017. |
3-8, HS | Reading, Math | No | No | X | ||||
| Wisconsin | DLM | 3 to 11 | English Language Arts, Math, Science (4, 8, 9-11) |
No | No | X | ||||
| 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) | 9 | 3 | 0 | 0 | 38 | |||||
| Unique States | ||||||||||
| American Samoa | Alternate Assessment | 3-8, 10 | Reading, Math | No | No | X | ||||
| Bureau of Indian Education |
Alternates based on Alternate achievement standards |
All assessed | By state | 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 |
No Title I assessment | 3 to 12 | Reading/Language Arts, Mathematics, Science |
- | - | X | ||||
| District of Columbia | MSAA | 3 to 8, HS | English Language Arts, Math |
No | No | X | ||||
| Federated States of Micronesia |
No Alternate for Title I. |
No | No | X | ||||||
| Guam | NCSC and DoE Alt. Assmt |
3-8, 11 | English Language Arts, Math and 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 | MSAA (NCSC) Alternate 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) | 9 | 3 | 3 | 1 | 45 | |||||
| Percent | 15% | 5% | 5% | 2% | 73% | |||||
Table B-7. Participation and Performance Data for Students with Disabilities and ELs with Disabilities for Alternate Assessments Based on Modified Achievement Standards (AA-MAS) Used for Title I Accountability, 2016-2017
| 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 | |||||||
| Virginia | Virginia Modified Achievement Standards Test (VMAST) |
8, EoC | Reading , Math/ Algebra I |
Yes | Yes | ||
| Total Regular States with AA-MAS (N=2) | 1 | 0 | 1 | 0 | |||
| Percent | 100% | 0% | 100% | 0% | |||
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, 2016-2017
| State | Test | Grade | Subject Areas | Disaggregated Data for AA-GLAS | |||
|---|---|---|---|---|---|---|---|
| Students with Disabilities |
ELs | ||||||
| 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=2) | 2 | 2 | 1 | 1 | |||
| Percent | 100% | 100% | 50% | 50% | |||
1 State reports these data merged with other performance data.
Table B-9. Participation Data Reported On General Assessments
| State | Number Enrolled/ Eligible to be Tested |
Number Students Tested |
Number Students Not Tested |
Percent Participa- ting in Test |
Percent Students not Tested |
Number Students with Scores |
Number Students with No scores |
Percent Students with No Scores |
|
|---|---|---|---|---|---|---|---|---|---|
| Regular States | |||||||||
| Alabama | - | - | - | X | - | - | - | - | |
| Alaska | X | - | - | X | - | - | - | - | |
| Arizona | - | X | - | - | - | - | - | - | |
| Arkansas | - | - | - | - | - | - | - | - | |
| California | X | X | - | - | - | X | - | - | |
| Colorado | - | X | - | X | - | X | - | - | |
| Connecticut | - | - | - | - | - | - | - | - | |
| Delaware | - | - | X | X | - | - | - | - | |
| Florida | - | - | - | X1 | - | - | - | - | |
| Georgia | X | X | - | X2 | - | - | - | - | |
| Hawaii | - | - | - | - | - | - | - | - | |
| Idaho | X | X | X | X* | X | X | - | - | |
| Illinois | X* | - | - | - | X* | - | - | - | |
| Indiana | - | X | - | - | - | - | - | - | |
| Iowa | X | X | - | X | - | - | - | - | |
| Kansas | - | - | - | - | - | - | - | - | |
| Kentucky | X | X | - | X | - | - | - | - | |
| Louisiana | - | - | - | - | - | - | - | - | |
| Maine | X* | - | - | X* | - | X* | - | - | |
| Maryland | X* | X* | - | X | - | - | - | - | |
| Massachusetts | X | - | X | X3 | - | X | X* | - | |
| Michigan | - | X | - | - | - | - | - | - | |
| Minnesota | - | X | - | X*4 | - | - | - | - | |
| Mississippi | - | - | - | X | - | - | - | - | |
| Missouri | X* | X* | - | - | - | - | - | - | |
| Montana | - | - | X | X | - | - | - | - | |
| Nebraska | - | X | X | X | X | - | - | - | |
| Nevada | X | X | - | - | - | - | - | - | |
| New Hampshire | - | X | - | - | - | - | - | - | |
| New Jersey | X | X | X | - | - | X | - | - | |
| New Mexico | - | - | - | - | - | - | - | - | |
| New York | - | X | - | - | - | - | - | - | |
| North Carolina5 | X | X | X | X | X | X | X | X | |
| North Dakota | - | X | - | - | - | - | - | - | |
| Ohio | X* | X* | X* | X* | X* | - | - | - | |
| Oklahoma | - | - | - | - | - | - | - | - | |
| Oregon | - | X | - | X | - | - | - | - | |
| Pennsylvania | - | - | - | - | - | - | - | - | |
| Rhode Island | - | X | - | - | X | - | - | - | |
| South Carolina | - | X | - | - | - | - | - | - | |
| South Dakota | - | X* | - | - | X* | - | - | X* | |
| Tennessee | - | - | - | - | - | X* | - | - | |
| Texas | - | X | - | - | - | - | - | - | |
| Utah | - | X | - | - | - | - | - | - | |
| Vermont | - | X | - | - | - | - | - | - | |
| Virginia | - | X | - | - | X | - | - | - | |
| Washington | X | - | X* | - | X* | - | X | X | |
| West Virginia | - | - | - | X* | - | - | - | - | |
| Wisconsin | X | - | X | - | X | - | - | - | |
| Wyoming | - | X | - | X* | - | - | - | - | |
| Total Regular States (N=50) |
17 | 29 | 10 | 21 | 10 | 8 | 3 | 3 | |
| Unique States | |||||||||
| American Samoa | - | - | - | - | - | - | - | - | |
| Bureau of Indian Education |
- | - | - | - | - | - | - | - | |
| Commonwealth of Northern Marianna Islands |
- | - | - | - | - | - | - | - | |
| District of Columbia | - | - | - | - | - | X | - | - | |
| Federated States of Micronesia |
- | - | - | - | - | - | - | - | |
| Guam | - | - | - | - | - | - | - | - | |
| Palau | - | - | - | - | - | - | - | - | |
| Puerto Rico | - | - | - | - | - | - | - | - | |
| Republic of Marshall Islands |
- | - | - | - | - | - | - | - | |
| U.S. Department of Defense Education Activity |
- | - | - | - | - | - | - | - | |
| U.S. Virgin Islands | - | - | - | - | - | - | - | - | |
| Total Unique States (N=11) |
0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | |
| Total All Regular and Unique States (N=61) |
17 | 29 | 10 | 21 | 10 | 9 | 3 | 3 | |
* Data with asterisks included alternate assessment data.
1 Florida reported these data by accommodated status.
2 Georgia reported these data with grades merged.
3 Massachusetts reported these data but they were not available later to include in 8th grade mathematics participation graph.
4 Minnesota reported these data but not by grade.
5 North Carolina reported these data either merged or by percent of population.
Table B-10. Participation Data Reported On AA-AAS
| State | Number Enrolled/ Eligible to be Tested |
Number of Students Tested |
Number Students Not Tested |
Percent
Par- ticipating in Test |
Percent Students not Tested |
Number Students with Scores |
Number Students with No scores |
Percent Students with No Scores |
|---|---|---|---|---|---|---|---|---|
| Regular States | ||||||||
| Alabama | - | X | - | X | - | - | - | - |
| Alaska | X | - | - | X | - | - | - | - |
| Arizona | - | X | - | X | - | - | - | - |
| Arkansas | - | - | - | - | - | - | - | - |
| California | X | X | - | - | - | X | - | - |
| Colorado | - | - | - | - | - | X | - | - |
| Connecticut | - | - | - | - | - | - | - | - |
| Delaware | - | - | - | X | - | - | - | - |
| Florida | - | X | - | X | - | X | X | - |
| Georgia | X | X | - | X | - | - | - | - |
| Hawaii | - | - | - | - | - | - | - | - |
| Idaho | X | X | X | X* | X | X | - | - |
| Illinois | X* | - | - | - | X* | - | - | - |
| Indiana | - | - | - | - | - | - | - | - |
| Iowa | X | X | - | X* | - | - | - | - |
| Kansas | - | - | - | - | - | |||
| Kentucky | X | X | - | X | - | - | - | - |
| Louisiana | - | - | - | - | - | - | - | - |
| Maine | X* | - | - | X* | - | X* | - | - |
| Maryland | X* | X* | - | X* | - | - | - | - |
| Massachusetts | - | - | X | X* | - | X* | X | - |
| Michigan | - | X | - | - | - | - | - | - |
| Minnesota | - | X | - | X* | - | - | - | - |
| Mississippi | - | - | - | - | - | - | - | - |
| Missouri | X* | X* | - | - | - | - | - | - |
| Montana | - | - | X | X | - | - | - | - |
| Nebraska | - | X | X | X | X | - | - | - |
| Nevada | X | X | - | - | - | - | - | - |
| New Hampshire | - | - | - | - | - | - | - | - |
| New Jersey | - | X | - | - | - | X | X | - |
| New Mexico | - | - | - | - | - | - | - | - |
| New York | - | X | - | - | - | - | - | - |
| North Carolina | X* | X | X | X* | - | - | X | X |
| North Dakota | - | X | - | - | - | - | - | - |
| Ohio | X* | X* | X* | X* | X* | - | - | - |
| Oklahoma | - | - | - | - | - | - | - | - |
| Oregon | - | X | - | X | - | - | - | - |
| Pennsylvania | - | - | - | - | - | - | - | - |
| Rhode Island | X | X | - | - | X | - | - | - |
| South Carolina | - | - | - | - | - | - | - | - |
| South Dakota | - | X* | - | - | X* | - | - | X* |
| Tennessee | - | - | - | - | - | - | - | - |
| Texas | - | X | X | X | X | - | - | - |
| Utah | - | X | - | - | - | - | - | - |
| Vermont | - | - | - | - | - | - | - | - |
| Virginia | - | X | - | X | X | - | - | - |
| Washington | X | - | X* | - | X* | - | X | X |
| West Virginia | - | - | - | X* | - | - | - | - |
| Wisconsin | X | - | X | - | X | - | - | - |
| Wyoming | - | X | - | X* | - | - | - | - |
| Total Regular States (N=50) |
16 | 26 | 9 | 22 | 10 | 7 | 5 | 3 |
| Unique States | ||||||||
| American Samoa | - | - | - | - | - | - | - | - |
| Bureau of Indian Education |
- | - | - | - | - | - | - | - |
| Commonwealth of Northern Marianna Islands |
- | - | - | - | - | - | - | - |
| District of Columbia | - | - | - | - | - | X | - | - |
| Federated States of Micronesia |
- | - | - | - | - | - | - | - |
| Guam | - | - | - | - | - | - | - | - |
| Palau | - | - | - | - | - | - | - | - |
| Puerto Rico | - | - | - | - | - | - | - | - |
| Republic of Marshall Islands |
- | - | - | - | - | - | - | - |
| U.S. Department of Defense Education Activity |
- | - | - | - | - | - | - | - |
| U.S. Virgin Islands | - | - | - | - | - | - | - | - |
| Total Unique States (N=11) |
0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 |
| Total All Regular and Unique States (N=61) |
16 | 26 | 9 | 22 | 10 | 8 | 5 | 3 |
Table B-11. State Abbreviation Key
| State Abbreviation |
State’s Full Name | State Abbreviation |
State’s 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. Performance Data Reported for General Assessments
| States | 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 | - | - | - |
| Arizona | X | - | - | - | - | - | X | - |
| Arkansas | - | X | - | - | - | - | X | - |
| California | - | X | - | - | - | - | X | - |
| Colorado | X | - | - | - | - | - | X | X |
| Connecticut | - | - | - | - | - | - | - | - |
| Delaware | X | - | X | - | - | - | X | X |
| Florida | X | - | - | - | - | - | - | - |
| Georgia | X | - | - | - | - | X | X | - |
| Hawaii | - | - | - | - | - | - | - | - |
| Idaho | X | X* | X | X | X | X | X* | - |
| Illinois | X | - | - | - | - | - | X | - |
| Indiana | X | - | - | X | - | - | - | - |
| Iowa | X | - | - | - | - | - | X* | - |
| Kansas | - | - | - | - | - | - | - | - |
| Kentucky | X | - | - | - | - | - | X | - |
| Louisiana | X | - | - | - | - | - | - | X |
| Maine | X* | - | X* | - | - | - | - | - |
| Maryland | X* | - | - | X* | - | - | - | - |
| Massachusetts | X* | - | X* | X* | - | X* | X* | X |
| Michigan | X | - | - | X | X | X | X | X |
| Minnesota | X | - | - | X | - | X | X | X |
| Mississippi | - | - | - | - | - | - | X | - |
| Missouri | - | X | - | - | - | X* | X* | X |
| Montana | - | - | - | - | - | X | X | - |
| Nebraska | X | - | X | - | - | - | - | - |
| Nevada | X | - | - | - | - | - | X | X |
| New Hampshire | X | - | - | - | - | X | X | - |
| New Jersey | X | - | - | - | - | X | X | X |
| New Mexico | X* | - | - | X | - | - | - | - |
| New York | X | - | - | - | - | X | X | X |
| North Carolina | X | - | - | X* | - | - | X | X |
| North Dakota | - | X | - | - | - | - | X | - |
| Ohio | X | - | - | - | - | X | X | - |
| Oklahoma | - | - | - | - | - | - | - | - |
| Oregon | X | - | - | X | - | X | X | X |
| Pennsylvania | - | - | - | - | - | - | - | - |
| Rhode Island | X | - | - | X | - | X | X | X |
| South Carolina | X | - | - | - | - | - | X | X |
| South Dakota | - | X* | - | - | - | - | X* | - |
| Tennessee | X* | - | - | - | - | X | X | - |
| Texas | - | X | X | - | X | X | X | X |
| Utah | X | - | - | - | - | - | - | - |
| Vermont | X | - | X | - | - | - | X | X |
| Virginia | X | - | X | X | X | X | X | X |
| Washington | X | - | X | X | X | X | X | - |
| West Virginia | X* | - | - | - | - | - | - | - |
| Wisconsin | X | - | - | - | - | X | X | X |
| Wyoming | X | - | X | - | - | - | X | - |
| Total Regular States (N=50) |
36 | 8 | 11 | 13 | 6 | 18 | 35 | 18 |
| Unique States | ||||||||
| American Samoa | - | - | - | - | - | - | - | - |
| Bureau of Indian Education |
- | - | - | - | - | - | - | - |
| Commonwealth of Northern Marianna Islands |
- | - | - | - | - | - | - | - |
| District of Columbia | X* | - | - | - | - | - | X* | - |
| Federated States of Micronesia |
- | - | - | - | - | - | - | - |
| Guam | - | - | - | - | - | - | - | - |
| Palau | - | - | - | - | - | - | - | - |
| Puerto Rico | - | - | - | - | - | - | - | - |
| Republic of Marshall Islands |
- | - | - | - | - | - | - | - |
| U.S. Department of Defense Education Activity |
- | - | - | - | - | - | - | - |
| U.S. Virgin Islands | - | - | - | - | - | - | - | - |
| Total Unique States (N=11) |
1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Total All Regular and Unique States (N=61) |
37 | 8 | 11 | 13 | 6 | 18 | 36 | 18 |
Table B-13. Performance Data Reported for AA-AAS
| States | 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 |
| Connecticut | - | - | - | - | - | - | - |
| Delaware | X | - | - | - | - | - | X |
| Florida | X | - | - | X | - | X | X |
| Georgia | X | - | - | - | - | - | X |
| Hawaii | - | - | X | - | - | - | - |
| Idaho | X | X* | X | X | X | X | X* |
| Illinois | X | - | - | - | - | - | X |
| Indiana | - | - | - | - | - | - | - |
| Iowa | X | - | - | - | - | - | X* |
| Kansas | - | - | - | - | - | - | - |
| Kentucky | X | - | - | - | - | - | X |
| Louisiana | - | - | - | - | - | - | - |
| Maine | X* | - | X* | - | - | - | - |
| Maryland | X | - | - | X | - | - | - |
| Massachusetts | X* | - | X* | X* | - | X* | X* |
| Michigan | - | X | - | - | - | X | X |
| Minnesota | X | - | - | X | - | X | X |
| Mississippi | - | - | - | - | - | - | - |
| Missouri | - | X | - | - | - | X* | X* |
| Montana | - | - | - | - | - | X | X |
| Nebraska | X | - | X | - | - | - | - |
| Nevada | X | - | - | - | - | - | X |
| New Hampshire | X | - | - | X | - | X | X |
| New Jersey | - | X | - | - | - | - | X |
| New Mexico | X | - | - | - | - | X | |
| New York | X | - | - | - | - | X | X |
| North Carolina | X | - | - | X* | - | - | X |
| North Dakota | - | X | - | - | - | - | X |
| Ohio | X | - | - | - | - | X | X |
| Oklahoma | - | - | - | - | - | - | - |
| Oregon | X | - | - | X | - | X | X |
| Pennsylvania | - | - | - | - | - | - | - |
| Rhode Island | X | - | - | - | X | X | X |
| South Carolina | - | - | - | - | - | - | - |
| South Dakota | - | X* | - | - | - | - | X* |
| Tennessee | - | - | - | - | - | - | - |
| Texas | - | X | X | - | X | X | X |
| Utah | X | - | - | X | - | - | - |
| Vermont | - | - | - | - | - | - | - |
| Virginia | X | - | X | X | X | X | X |
| Washington | X | - | X | X | X | X | X |
| West Virginia | X* | - | - | - | - | - | - |
| Wisconsin | X | - | - | - | - | X | X |
| Wyoming | X | - | X | - | - | - | X |
| Total Regular States (N=50) |
28 | 10 | 10 | 12 | 6 | 17 | 31 |
| Unique States | |||||||
| American Samoa | - | - | - | - | - | - | - |
| Bureau of Indian Education |
- | - | - | - | - | - | - |
| Commonwealth of Northern Marianna Islands |
- | - | - | - | - | - | - |
| District of Columbia | X* | - | - | - | - | - | - |
| Federated States of Micronesia |
- | - | - | - | - | - | - |
| Guam | - | - | - | - | - | - | - |
| Palau | - | - | - | - | - | - | - |
| Puerto Rico | - | - | - | - | - | - | - |
| Republic of Marshall Islands |
- | - | - | - | - | - | - |
| U.S. Department of Defense Education Activity |
- | - | - | - | - | - | - |
| U.S. Virgin Islands | - | - | - | - | - | - | - |
| Total Unique States (N=11) |
1 | 0 | 0 | 0 | 0 | 1 | 0 |
| Total All Regular and Unique States (N=61) |
29 | 10 | 10 | 12 | 6 | 17 | 31 |
* Data with asterisks were merged with general assessment.
Table B-14. Public Reporting of Accommodation Use
| Regular States | Reported Number Receiving |
Reported Performance |
Total States with Number Receiving or Performance |
Number Receiving and Performance Reported |
Number Receiving Only Reported |
Performance Only Reported |
No Publicly Reported Data Found |
|---|---|---|---|---|---|---|---|
| Alabama | Yes | Yes | 1 | 1 | |||
| Alaska | No | No | 1 | ||||
| Arkansas | No | No | 1 | ||||
| Arizona | No | No | 1 | ||||
| California | Yes | No | 1 | 1 | |||
| Colorado | No | No | 1 | ||||
| Connecticut | No | No | 1 | ||||
| Delaware | No | No | 1 | ||||
| Florida | Yes | Yes | 1 | 1 | |||
| Georgia | No | No | 1 | ||||
| Hawaii | No | No | 1 | ||||
| Iowa | No | No | |||||
| Idaho | No | No | 1 | ||||
| Illinois | No | No | 1 | ||||
| Indiana | No | No | |||||
| Kansas | No | No | 1 | ||||
| Kentucky | Yes | Yes | 1 | 1 | |||
| Louisiana | No | No | 1 | ||||
| Massachusetts | No | No | 1 | ||||
| Maryland | No | No | 1 | ||||
| Maine | No | No | 1 | ||||
| Michigan | No | No | 1 | ||||
| Minnesota | No | No | 1 | ||||
| Missouri | No | No | 1 | ||||
| Mississippi | No | No | 1 | ||||
| Montana | No | No | 1 | ||||
| Nebraska | No | No | 1 | ||||
| Nevada | Yes | Yes | 1 | 1 | |||
| New Hampshire | No | No | 1 | ||||
| New Jersey | Yes | Yes | 1 | 1 | |||
| New Mexico | No | No | 1 | ||||
| New York | No | No | 1 | ||||
| North Carolina | Yes | Yes | 1 | 1 | |||
| North Dakota | No | No | 1 | ||||
| Ohio | Yes | Yes | 1 | 1 | |||
| Oklahoma | No | No | 1 | ||||
| Oregon | Yes | Yes | 1 | 1 | |||
| Pennsylvania | No | No | |||||
| Rhode Island | No | No | |||||
| South Carolina | No | No | 1 | ||||
| South Dakota | No | No | 1 | ||||
| Tennessee | No | No | 1 | ||||
| Texas | Yes | Yes | 1 | 1 | |||
| Utah | No | No | 1 | ||||
| Vermont | No | No | 1 | ||||
| Virginia | No | No | 1 | ||||
| Washington | No | No | 1 | ||||
| Wisconsin | No | No | 1 | ||||
| West Virginia | No | No | 1 | ||||
| Wyoming | No | No | 1 | ||||
| Unique States | No | No | 1 | ||||
| American Samoa | No | No | 1 | ||||
| Bureau of Indian Affairs |
No | No | 1 | ||||
| Commonwealth of Northern Mariana Islands |
No | No | 1 | ||||
| District of Columbia | No | No | 1 | ||||
| Federated States of Micronesia |
No | No | 1 | ||||
| Guam | No | No | 1 | ||||
| Palau | No | No | 1 | ||||
| Puerto Rico | No | No | 1 | ||||
| Republic of Marshall Islands |
No | No | 1 | ||||
| U.S. Department of Defense Education Activity |
No | No | 1 | ||||
| U.S. Virgin Islands | No | No | |||||
| Total States | 10 | 9 | 10 | 9 | 1 | 0 | 51 |
Table B-15. English Language Proficient Assessment Reporting Summary
| State | Regular ELP Assessment Used |
Grade | Reported ELP Assessment Data for ELs |
Reported ELP Assessment Participation for ELs with Disabilities |
Reported ELP Assessment Performance for ELs with Disabilities |
Reported Alternate ELP Assessment Data for ELs with Disabilities |
Reported Alternate ELP Assessment Partici- pation |
Reported Alternate ELP Assessment Perform- ance |
|---|---|---|---|---|---|---|---|---|
| Alabama | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Alaska | ACCESS for ELLs | K-12 | Yes | No | No | No | No | No |
| Arizona | AZELLA | K-12 | No | No | No | No | No | No |
| Arkansas1 | ELPA21 | K-12 | No | No | No | No | No | No |
| California | CELDT | K-12 | Yes | Yes | Yes | No | No | No |
| Colorado | ELPA | K-12 | No | No | No | No | No | No |
| Connecticut | LAS Links | K-12 | No | No | No | No | No | No |
| Delaware | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Florida | ACCESS for ELLs 2.0 | K-12 | No | No | No | No | No | No |
| Georgia2 | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Hawaii | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Idaho | IELA | K-12 | No | No | No | No | No | No |
| Illinois | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Indiana3 | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Iowa | ELPA-21 | K-12 | No | No | No | No | No | No |
| Kansas | KELPA | K-12 | Yes | No | No | No | No | No |
| Kentucky | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Louisiana | ELDA | K-12 | No | No | No | No | No | No |
| Maine4 | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Maryland | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Massachusetts | ACCESS for ELLs | K-12 | Yes | No | No | Yes | Yes | Yes |
| Michigan5 | ACCESS for ELLs | K-12 | Yes | Yes | Yes | No | No | No |
| Minnesota | ACCESS for ELLs | K-12 | Yes | Yes | Yes | No | No | No |
| Mississippi | LAS Links Assessment | K-12 | No | No | No | No | No | No |
| Missouri | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Montana | ELPA | K-12 | No | No | No | No | No | No |
| Nebraska | ELPA21 | K-12 | No | No | No | No | No | No |
| Nevada | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| New Hampshire | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| New Jersey | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| New Mexico6 | ACCESS for ELLs | K-12 | Yes | No | No | Yes | No | Yes |
| New York | NYSESLAT | K-12 | No | No | No | No | No | No |
| North Carolina | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| North Dakota | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Ohio | OPELA | K-12 | No | No | No | No | No | No |
| Oklahoma | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Oregon | ELPA | K-12 | No | No | No | No | No | No |
| Pennsylvania | ACCESS for ELLs report requires login code |
K-12 | No | No | No | No | No | No |
| Rhode Island | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| South Carolina | ACCESS- WIDA | K-12 | No | No | No | No | No | No |
| South Dakota | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Tennessee | ELDA | K-12 | No | No | No | No | No | No |
| Texas | TELPAS | K-12 | Yes | Yes | Yes | No | No | No |
| Utah7 | ACCESS for ELLs | K-12 | Yes | No | No | No | No | No |
| Vermont | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Virginia | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Washington8 | WELPA | K-12 | Yes | Yes | Yes | No | No | No |
| West Virginia | WESTELL | K-12 | No | No | No | No | No | No |
| Wisconsin | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| Wyoming | ACCESS for ELLs | K-12 | No | No | No | No | No | No |
| District of Columbia |
ACCESS for ELLs | K-12 | No | No | No | No | No | No |
1 Reports data for ELs but not for state level.
2 Reports data for ELs but not for state level.
3 Requires log-in.
4 Requires log-in.
5 Alternate results not public.
6 Data for regular ELPA not reported for state level, and not disaggregated. State reports on ELs with disabilities performance at state level for alternate.
7 Reports regular ELPA by subgroup but not IEP.
8 Has ability to report ELs with disabilities, but suppressed due to privacy for small number