Deb A. Albus, Sheryl S. Lazarus, and Martha L. Thurlow
December 2020
All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as:
Albus, D. A., Lazarus, S. S., & Thurlow, M. L. (2020). 2017–2018 Publicly reported assessment results for students with disabilities and English learners with disabilities (NCEO Report 419). National Center on Educational Outcomes.
Special thanks go to Linda Goldstone for assisting with the copy editing of this report. She assisted with reviewing the report, and double checking the information throughout the report.
This year marks the 21st year that the National Center on Educational Outcomes (NCEO) has reported on the extent of states’ public reporting of assessment data for students with disabilities. Since the Individuals with Disabilities Act (IDEA) of 2004, and the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, all states receiving federal funding, whether one of the 50 regular states or 11 unique states (e.g., Guam, Puerto Rico, etc.), have been required to annually report reading, mathematics, and science assessment data to the federal government for all students and student subgroups, including students with disabilities. States are also required to report these data to the general public. It is important to continue to track whether and how states are reporting data on 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).
Other purposes of this report are to describe the extent that states report these data on students with disabilities who were also English learners; to summarize achievement gaps between students with Individualized Education Programs (IEPs) and their peers at select school levels; and to present longitudinal biannual average gaps for reading and math. We also describe the public reporting of students with disabilities using accommodations and the publicly reported participation and performance data on general and alternate versions of English language proficiency (ELP) assessments.
Thirty regular states, of the 61 regular and unique states, reported participation and performance of students with disabilities for all general assessments in reading, math, and science used for Title I accountability purposes in 2017–18. Fourteen states reported these data for some assessments, four reported performance only for all tests, and one state reported performance only for some tests. Thirty-one states reported participation and performance data for all alternate assessments based on alternate academic achievement standards (AA-AAAS). Of the 16 states with general reading/ELA, math and science assessments not used for Title I, only seven states reported participation and performance, and two states reported performance only for some tests.
The number of states that reported participation and performance data for English learners with disabilities on all general assessments stayed at two states as in the previous year, with one additional state reporting participation and performance for some of their general assessments. For the AA-AAAS, seven states reported participation and performance data for English learners with disabilities on all assessments, and three reported these data for some of their AA-AAAS. No state reported participation and performance for English learners with disabilities on general reading/ELA, math or science assessments not used for Title I accountability, showing no change from the previous year.
Approaches for communicating student participation and performance on general assessments and AA-AAAS were little changed from previous years. The most common way to report participation for regular and unique states on general assessments was number tested (N=33), and percent of students tested (N=24). For performance the most common reporting categories were percent proficient and percent by achievement level, each of which were reported by 39 states. Because states use different methods to report (e.g., merging assessments, grades), the numerators and denominators used to report participation and performance data continue to vary significantly across states.
A detailed snapshot of the middle school math participation rates reported for students with disabilities showed that of the 24 states with reported participation rates, 14 states reported them by grade in a way that would be comparable. In those states, the participation rates ranged from 88.5 percent to 99.8 percent.
Achievement gaps between students with and without IEPs continue in reading and math. This report, as in years prior, presents achievement gaps for 2017–18 across elementary, middle, and high school grade levels as well as provides a longitudinal look at biannual average achievement gaps in these same grade levels and content areas. We limited the longitudinal average gap analyses to the states that reported these data by grade, for reading and math, across three selected biannual years. As in previous years’ analyses, the gaps for elementary reading have tended to be smaller than at other grade levels, and this was the smallest average gap in our biannual analyses also. For math, 2015–16 had the smaller gaps across grade levels than 2013–14 or 2017–18. In this report, the highest gaps were found for middle school reading across years.
Only 11 of the 61 regular and unique states publicly reported participation or performance data for students receiving accommodations on state assessments. Most states (N=50) did not publicly report these data. Nine states reported the number receiving accommodations and their performance data, and two states reported only the number receiving accommodations.
For regular and alternate assessments of English language proficiency (ELP), most states did not publicly report data for English learners or English learners with disabilities. Thirteen states reported participation and 18 states reported performance for English learners. Seven states reported participation and six states reported performance data for English learners with disabilities. For alternate ELP assessments intended for English learners with the most significant cognitive disabilities, four states reported participation and four states reported performance.
States are required by law to report data for students with disabilities with the same frequency and detail as reported for other students. Two regular states did not publicly report any disaggregated participation or performance data for students with disabilities, although these state-level data were found reported online for other students. The following recommendations to states for public reporting of disaggregated data for students are:
States that receive federal funding, including unique states, are required to report assessment data on students with disabilities by the Individuals with Disabilities Education Act (IDEA) of 2004. Additionally, the 2015 reauthorization of the Elementary and Secondary Education Act (ESEA) required states to report assessment data on reading, mathematics, and science to the federal government for all students and student subgroups. These requirements also include the reporting of these data to the general public. 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). Over time, states have made changes to their assessment systems which are typically accompanied by changes in how states publicly report assessment data. There have also 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.
The main purpose for our annual reports on state public reporting practices is to examine whether states are reporting 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). Other purposes are to describe the extent that states report these data for students with disabilities who were also English learners; to summarize achievement gaps between students with Individualized Education Programs (IEPs) and their peers at select school levels; and to present longitudinal biannual average gaps for reading and math. We also describe the public reporting of students with disabilities using accommodations and the publicly reporting participation and performance data on general and alternate versions of English language proficiency (ELP) assessments.
This is the 21st year that the National Center on Educational Outcomes (NCEO) has analyzed the public reporting of assessment data for students with disabilities. During this time, the total number of regular and unique states (N=61) reporting state level participation and performance disaggregated for students with disabilities has fluctuated. For example, in 2016-17, there was a drop to 30 states from 33 the previous year (Albus, Liu, Thurlow, & Lazarus, 2019). A high of 53 states publicly reported data for students with disabilities in 2010-11 (Albus & Thurlow, 2013). In comparison, as few as 35 to 39 states reported this data between 2002-03 to 2006-07 (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 these data varied similarly, with a high of 52 states in 2012-13 (Albus, Lazarus, & Thurlow, 2015) and a low of 36 states in 2006-07 and 2007-08 (Albus, Thurlow, & Bremer, 2009; Thurlow, Bremer, & Albus, 2008).
Data collection on state websites occurred between January and February 2019. Staff searched state department of education websites for information on state administered assessments for the 2017-18 school year, publicly available reports on the participation and performance data for those assessments, including ELP assessments, and information on accommodated students. State reports included 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 covered in the search were the 50 “regular” states and the 11 “unique” states (i.e., 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, U.S. Virgin Islands). The data collected included participation and performance for students with and without disabilities, including English learners with disabilities, on general and alternate assessments whether or not they were used for Title I accountability. Information was also collected on how states reported those data. Assessments may serve one or more purposes within a state. For example, some are given for accountability, while data from others are used for diploma or graduation purpose. Some assessments may serve dual purposes (e.g., accountability, graduation). Although the main focus of this report is on general and alternate assessments used for Title I accountability, we define the following three assessment types for this analysis 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 assessments based on alternate academic achievement standards (AA-AAAS): Any assessment intended for a very small percentage of students with disabilities who have the most significant cognitive disabilities. It is used to measure content area performance for Title I accountability or for exit or diploma purposes. AA-AAAS 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.
Alternate ELP assessment: This ELP assessment is intended for a very small percentage of English learners with disabilities who have the most significant cognitive disabilities. It is used to measure English language proficiency.
One state reported data for an alternate based on grade-level achievement standards. We provide only basic information on how that state reported those data.
After the assessment information was collected, individual state summary tables were prepared and sent for verification to state assessment directors and state directors of special education in July 2019 with an extension into August 2019. Twenty-one regular states and one unique state responded to the verification request. After the verification was completed, any additional information on whether and how states reported assessment participation and performance was included in their state summary. See Appendix A for a sample of the initial email sent to the state directors and sample tables used in the verification process.
Over time, changes to policies for reporting data to the U.S. Department of Education, 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-AAAS across years. Since 2004-05, posted Annual Performance Report (APR) data, required by the Office of Special Education Programs (OSEP) were not counted as publicly reported data in our reports on public reporting because these data were not necessarily reported with the same frequency and detail as public reporting for all students (see Thurlow et al., 2008).
The results for this report on how states reported 2017-18 disaggregated data for students with disabilities is presented in six sections. The first section describes the extent that states reported participation and performance data for students with disabilities for general and alternate content assessments required by Title I (reading/English language arts, mathematics, and science), as well as the extent that states reported disaggregated data for these and other content assessments not used for Title I. It also describes whether states reported these data for English learners with disabilities. The second section shows how states reported participation data for general assessments. The third section describes how states reported performance data for general assessments. The fourth section presents select general assessment performance data for students with disabilities at the elementary, middle, and high school levels for reading and math, in context of their peer’s performance data. It also includes information about average achievement gaps for 2017-18 and biannually from 2013-14. The fifth section provides information on states’ reporting of the participation and performance of students with disabilities on general assessments with accommodations. The final section describes the extent that states report English learners with disabilities’ participation and performance on ELP assessments, including general ELP assessments and alternate ELP assessments.
Figure 1 shows that 30 of the 61 regular and unique states reported participation and performance for students with disabilities for all general state ELA, math and science assessments used for Title I. This was 48 percent of states. Another 23 percent reported participation and performance for some general assessments, and 20 percent had no publicly reported data. A few unique states either had no information found, or did not have general assessments used for Title I because they are not held to ESEA requirements (see Appendix B-1). 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 dis- abilities for general ELA, math, and science assessments used for Title I. 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 Reporting General Assessment Data for Students with Disabilities Used for Title I [N=61]
Figure 2. Regular and Unique States Reporting Disaggregated Participation or Performance Data for Students with Disabilities on General State ELA, Math, and Science Assessments Used for Title I, 2017-18
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 the states with no data, 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, 45 had general ELA, math, or science assessments used only for Title I. We examined the reporting practices of the remaining 16 states that had general assessments in ELA, math, and science that were not used for Title I. Figure 3 shows that for these 16 states, seven states reported participation and performance data for all tests, two reported these data for some tests, and seven states did not publicly report data.
Figure 3. Extent Reporting General Assessment Data for Students with Disabilities Not Used for Title I [N=61]
Figure 4 presents the same data as in Figure 3 by state. The map shows that seven states publicly reported participation and performance for these assessments. For details, see Table B-2 in Appendix B.
Twenty-three states had assessments in content areas) other than ELA, mathematics, and science (e.g., social studies). Of these states, 15 reported participation and performance for all of the assessments, one state reported performance only for some or all assessments, and seven states did not disaggregate these data for students with disabilities. For details, see Table B-3 in Appendix B.
Figure 4. States Reporting Disaggregated Participation or Performance Data for Students with Disabilities on General ELA, Math, and Science Assessments Not Used for Title I, 2017-18
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).
Figure 5 presents information on the extent that states reported participation and performance data for students with disabilities on the AA-AAAS for ELA, math, and science, used for Title I. The figure shows that 31 states reported both participation and performance data on these content areas for AA-AAAS. This represents 51% of the states. Five or 8% of states reported these data for some AA-AAAS, and two or 3% states reported performance only for some or all tests. No publicly reported AA-AAAS data were found for 23 states (38%). Among states with no data, a few unique states either had no AA-AAAS used for Title I or no information was found about having an AA-AAAS (See Appendix B, Table B-4).
Figure 5. Extent of Reporting of AA-AAAS 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 ELA, math, and science AA-AAAS used for Title I. The map shows that more than half of the states (N=31) publicly reported participation and performance for students with disabilities for these assessments. For details, see Table B-4 in Appendix B.
Nine states had additional AA-AAAS assessments in content areas other than ELA, mathematics and science. Of these, five states reported participation and performance for all assessments, one state reported performance only, and three states did not publicly report data. For details, see Table B-5 in Appendix B.
Figure 6. States Reporting Participation or Performance Data for Students with Disabilities on ELA, Math, and Science AA-AAAS Used for Title I, 2017-18
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).
Most English learners with disabilities take general assessments, and only a small percentage take an AA-AAAS. Figure 7 shows that 58 states, or 95% of states, did not report participation or performance for English learners with disabilities on general ELA, math, and science assessments used for Title I. Only two states (3%) reported both participation and performance data for these assessments, and one state (2%) reported participation and performance for some of these assessments.
Figure 7. Extent of States Reporting Data for English Learners with Disabilities on General ELA, Math, and Science Assessments Used for Title I [N=61]
Figure 8 presents the states that reported participation and performance data for English learners with disabilities on general ELA, math, and science assessments used for Title I. This map shows that only two or 3% states publicly reported participation and performance data for English learners with disabilities on all general ELA, math and science assessments, and one state or 2% of the states reported these data for some assessments. For details, see Table B-6 in Appendix B.
Figure 8. States Reporting Disaggregated Participation and Performance Data for English Learners with Disabilities on General ELA, Math, and Science Assessments Used for Title I, 2017-18
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 in ELA, mathematics, or science not used for Title I, none reported participation and performance for English learners with disabilities (see B-7 in Appendix B for more details).
Further, 23 states had assessments for content other than ELA, mathematics, or science. Of these, two states reported participation and performance for all assessments for English learners with disabilities. For details, see Table B-8 in Appendix B.
Figure 9 shows that seven states, or 12% of states, publicly reported participation and performance on all ELA, math, and science AA-AAAS for English learners with disabilities. Another three or 5% of states publicly reported these data for some of these assessments. Fifty-one or 83% states did not publicly report data for English learners with disabilities on these assessments.
Figure 9. Extent of States Reporting AA-AAAS Data for English Learners with Disabilities for Title I [N=61]
Figure 10 shows the seven states that reported participation and performance for English learners with disabilities on all ELA, math, and science AA-AAAS used for Title I. For details, see Table B-9 in Appendix B.
Figure 10. States Reporting Participation or Performance Data for English Learners with Disabilities on ELA, Math, and Science AA-AAAS Used for Title I, 2017-18
Of the nine states that had other AA-AAAS in content areas other than ELA, mathematics, and science, three reported participation and performance for all assessments for ELs with disabilities. See Table B-10 in Appendix B for details.
For 2017-18, one state (Massachusetts) continued to administer an alternate assessment based on grade level achievement standards (AA-GLAS). This state reported participation and performance data for students with disabilities, but did not report these data for ELs with disabilities. For details see Table B-11 in Appendix B.
This section describes how states reported participation data. Figure 11 shows the approaches the 46 states used (of the total 61 regular and unique states) that reported participation data. Most states reported in multiple ways so the total of the categories below do not equal 46. Thirty-three states publicly reported the number of students tested and 24 states reported the percent of students participating in general assessments used for Title I. Seventeen states reported the number of students eligible to be tested. Only three states reported the percent of students with no scores, the number of students with no scores, and number not tested. 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-12 in Appendix B. For details about AA-AAAS participation see Table B-13 in Appendix B.
Figure 11. States Reporting Participation by Students with Disabilities for General Assessments Used for Title I in 2017-18
As in past reports, we include a figure showing a snapshot of how many states report participation rates. Figure 12 shows the percentages of grade eight participation rates for mathematics for those states that reported this information by grade and test. Of the 46 states with participation information, 24 reported participation rates. Of these 24 states, 14 had available participation rate data by grade with denominators based on students with disabilities in grade eight using an approach that could be compared (e.g., does not include rates of entire population or rates reported by accommodated status). See Appendix B Table B-14 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 in 2017-18
States also report performance data in a variety of ways, such as the number or percent in each achievement level, percent proficient or not proficient, percent meeting growth targets, and so on. Fifty states reported performance data in at least one category. Figure 13 shows that the two most common ways states reported performance data was by percent proficient (n= 39) and percent by achievement level (N=39). The “other” category (N=19) includes states that reported scaled scores, percentiles, growth indices, 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 category, so the number across types of data reported does not total to 50 states. For additional details see Table B-15 in Appendix B. For details about AA-AAAS performance see Table B-16 in the same Appendix.
Figure 13. Number of States Reporting Performance in Different Ways for Students with Disabilities in General Assessments Used for Title I, 2017-18
This section presents the performance data on general assessments of reading and mathematics for students with IEPs compared to the performance of their peers. It includes states that reported data by grade in three representative levels of elementary, middle, and high school (e.g., Grade 4, Grade 8, and high school). Figures 14 to 19 show the achievement gaps between students with IEPs and the comparison peer group for each state. A solid line represents the gap between the student groups. Because states vary in their reporting, some peer groups are only composed of students without IEPs, while other peer group data include students with IEPs for “All” students. In the figures, these differences are noted on the horizontal axis as “O” for without students with IEPs, and “A” for All students. Students without IEPs may include students with 504 plans depending on how a state defined its population. We note these differences because the composition of the comparison group affects the interpretation of the achievement gaps shown. Therefore, the gaps reported here vary based on how states reported their performance data.
Figures 14 and 15 present the achievement gaps for Grade 4 in reading and mathematics. For example, on Figure 14 the graph indicates that for New Mexico, 9% of the elementary students with IEPs assessed are proficient and 30% of the “all students” peer group are proficient, showing a 21 percentage point gap between the two groups. Another example, is Tennessee where 11% of the students with IEPs are proficient and 41% of “students without IEPs” are proficient, showing a gap of 30 percentage points. Across the states, the smallest gap between students with IEPs and the comparison group for elementary reading was 3 percentage points, and the largest gap was 55 percentage points. For elementary mathematics, the gaps ranged from 17 percentage points to 53 percentage points.
Figure 14. Percent Proficient for Elementary Reading
Legend:
Heavy Solid Bar = Students with IEPs percent proficient
Narrow Solid Line = Gap between students with IEPs and the comparison group
A = All students (n=17 states)
O = Students without IEPs (n=21 states)
Note: N=38 of 61 states [includes unique states]; No data=23 states.
Figure 15. Percent Proficient Elementary Mathematics
Legend:
Heavy Solid Bar = Students with IEPs percent proficient
Narrow Solid Line = Gap between students with IEPs and the comparison group
A = All students (n=17 states)
O = Students without IEPs (n=21 states)
Note: N=38 of 61 states [includes unique states]; No data=23 states
Figures 16 and 17 show the performance gaps for Grade 8 reading and mathematics. For example, on Figure 16, the graph indicates that for Tennessee, 1% of the middle school students with IEPs assessed are proficient and 4% of students without IEPs are proficient, showing a gap of 3 percentage points. Another example is New Mexico where 10% of the students with IEPs are proficient and 30% of “all students” are proficient, showing a 20 percentage point gap. Reading gaps at the middle school level ranged from 3 percentage points to 52 percentage points. For mathematics, the gaps ranged from 12 percentage points to 45 percentage points.
Figure 16. Percent Proficient for Middle School Reading
Legend:
Heavy Solid Bar = Students with IEPs percent proficient
Narrow Solid Line = Gap between students with IEPs and the comparison group
A = All students (n=17 states)
O = Students without IEPs (n=19 states)
Note: N=36 of 61 states [includes unique states]; No data=25 states
Figure 17. Percent Proficient Middle School Mathematics
Legend:
Heavy Solid Bar = Students with IEPs percent proficient
Narrow Solid Line = Gap between students with IEPs and the comparison group
A = All students (n=17 states)
O = Students without IEPs (n=20 states)
Note: N=37 of 61 states [includes unique states]; No data=24 states
Figures 18 and 19 show gaps for high school reading and mathematics. Grade 10 was used for math, and when states reported an end-of-course test for high school, the performance data for algebra was used as this has been most common across states at this grade. For example, on Figure 18, the graph indicates that for Tennessee, 1% of the elementary students with IEPs are proficient and 4% of students without IEPs are proficient, showing a 3 percentage point gap. Another example is New Mexico where 11% of the students with IEPs are proficient and 33% of “all students” are proficient, showing a 22 percentage point gap. For reading, the gaps ranged from 3 percentage points to 55 percentage points; for mathematics the range is from 6 percentage points to 78 percentage points.
Figure 18. Percent Proficient for High School Reading
Legend:
Heavy Solid Bar = Students with IEPs percent proficient
Narrow Solid Line = Gap between students with IEPs and the comparison group
A = All students (n=16 states)
O = Students without IEPs (n=16 states
Note: N=32 of 61 states [includes unique states]; No data= 29
Figure 19. Percent Proficient for High School Mathematics
Legend:
Heavy Solid Bar = Students with IEPs percent proficient
Narrow Solid Line = Gap between students with IEPs and the comparison group
A = All students (n=16 states)
O = Students without IEPs (n=15 states)
Note: N=31 of 61 states [includes unique states]; No data= 30 states
Table 1 presents the average achievement gaps between students with IEPs and the comparison peer group for states for reading and mathematics, biannually for years 2013-14 to 2017-18. State data were included in the average gaps if they reported the data by grade for all three biannual comparison years. If states did not have data for grades 4, 8, or 10, one grade below was used, and one grade above if none reported one grade below. These grades are used to represent elementary, middle, and high school. 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 of reading and mathematics, giving the total number of states used to calculate the average gap. 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 performance for alternate assessments based on modified achievement standards (AA-MAS).
Table 1 shows the average gaps biannually from 2013-14 to 2017-18. The average gap is presented for the number of states with data across all three years. The number of states varied between 25 and 28 depending on the content area and grade. The gap for elementary reading were lower than reading for other grades across years. The gaps for math were smallest for 2015-16 across grades. The highest gaps were for middle school reading across 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 |
||
|---|---|---|---|---|
| 2013-14 | 2015-16 | 2017-18 | ||
| Elementary Reading | 28 | 34 | 33 | 34 |
| Middle School Reading | 25 | 42 | 39 | 39 |
| High School Reading | 25 | 37 | 38 | 35 |
| Elementary Math | 28 | 32 | 29 | 32 |
| Middle School Math | 27 | 37 | 31 | 31 |
| High School Math | 23 | 35 | 27 | 31 |
Figure 20 shows a summary of the regular and unique states (N=61) that publicly reported participation or performance data for students with IEPs who received accommodations on the general assessments for 2017-18. Eleven states reported some type of accommodations data, with nine states reporting number receiving accommodations and their performance, and two states reporting only the number receiving accommodations. See Appendix B-17 for specific state information.
Figure 20. States Reporting Students with Disabilities Receiving Accommodations, 2017-18
Title III requires that States report results on ELP assessments but it is expected that soon Title I will require the reporting of ELP assessment data disaggregated for English learners with disabilities. A few states already report these data publicly in online reports. Figure 21 shows the number of states that report participation and performance for English learners and English learners with disabilities. It also shows the number of states that reported these data for English learners with significant cognitive disabilities who take alternate ELP assessments. These students generally participate in state AA-AAAS for assessing regular content areas for Title I.
Of the 50 states and District of Columbia, 13 states publicly reported participation for English learners on ELP assessments, and 18 states reported performance for English learners. Less than half this number of states reported data disaggregated for English learners with disabilities, with seven states reporting participation and six states reporting performance. Four states reported data for alternate ELP assessments. Typically, these states allow users to choose to disaggregate by English learners with disabilities, but the data are not presented for confidentiality reasons due to the small numbers of students. See Appendix B-18 for details by state for Figure 21.
Figure 21. 2017-18 ELP Assessment Public Reporting
Thirty regular states, of the total 61 regular and unique states, reported participation and performance of students with disabilities for all general assessments in reading, math, and science used for Title I accountability purposes in 2017-18. Fourteen states reported these data for some assessments, four reported performance only for all tests, and one state reported performance only for some tests. Thirty-one states reported participation and performance data for all AA-AAAS. Of the 16 states with general reading/ELA, math, and science assessments not used for Title I, only seven states reported participation and performance, and two reported performance only for some tests.
The number of states that reported participation and performance data for English learners with disabilities on all general assessments stayed at two states as in the previous year, with one additional state reporting participation and performance for some of their general assessments. For the AA-AAAS, seven states reported participation and performance data for English learners with disabilities on all assessments, and three reported these data for some of their AA-AAAS. These numbers are lower than the 12 states reporting these data in 2015-16, and even lower than the 21 states reporting these data from 2012-13 to 2014-15. No state reported participation and performance for English learners with disabilities on general reading/ELA, math, or science assessments not used for Title I, showing no change from last year.
The most common approaches for communicating participation and performance on general assessments and AA-AAAS were little changed from previous years. The most common way to report participation for regular and unique states on general assessments was number tested (N=33), and percent of students tested (N=24). For performance, an equal number of states (N=39) reported percent proficient and percent by achievement level as the most common reporting categories. Because states use different methods to report (e.g., merging assessments, grades), the numerators and denominators used to report participation and performance data continue to vary significantly across states.
A detailed snapshot of the middle school math participation rates reported for students with disabilities showed that of the 24 states with reported participation rates, 14 states reported them by grade in a way that would be comparable. In those states, the participation rates ranged from 88.5 percent to 99.8 percent.
Achievement gaps between students with and without IEPs continue in reading and math. This report, as in years prior, presents achievement gaps for 2017-18 across elementary, middle, and high school grade levels as well as a longitudinal look at biannual average achievement gaps in these same grades and content assessments. We limited the longitudinal average gap analyses to the states that reported these data by grade, for reading and math, across three selected biannual years. As in previous years’ analyses, the gaps for elementary reading have tended to be smaller than at other grade levels, and this was the smallest average gap in our biannual analyses also. For math, 2015-16 had smaller gaps across grade levels than 2013-14 or 2017-18. The highest gaps were found for middle school reading across years in this report.
Only 11 of the 61 regular and unique states reported participation or performance data for students receiving accommodations on state assessments. Most states (N=50) did not publicly report these data. Nine states reported the number receiving accommodations and their performance data and two states reported only the number receiving accommodations.
For regular and alternate assessments of ELP, most states did not publicly report data for English learners or English learners with disabilities. Thirteen states reported participation and 18 states reported performance for English learners. Seven states reported participation and six states reported performance data for English learners with disabilities. For alternate ELP assessments intended for English learners with the most significant cognitive disabilities, four states reported participation and four states reported performance.
States are required by law to report data for students with disabilities with the same frequency and detail as reported for other students. Two regular states did not publicly report any disaggregated participation or performance data for students with disabilities, although these state-level data were found reported online for other students. The following recommendations to states for public reporting of disaggregated data for students are:
Albus, D. A., Liu, K. K., Thurlow, M. L., & Lazarus, S. S. (2019). 2016-17 publicly reported assessment results for students with disabilities and ELs with disabilities (NCEO Report 411). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Albus, D., 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., & Thurlow, M. (2013). 2010-11 publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 68). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Albus, D., Thurlow, M., & Bremer, C. (2009). Achieving transparency in the public reporting of 2006-2007 assessment results (Technical Report 53). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Klein, J. A., Wiley, H. I., & Thurlow, M. L. (2006). Uneven transparency: NCLB tests take precedence in public assessment reporting for students with disabilities (Technical Report 43). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M., Bremer, C., & Albus, D. (2008). Good news bad news in disaggregated subgroup reporting to the public on 2005-2006 assessment results (Technical Report 52). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M. L., & 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.
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 (ELs) 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.
If you have any questions about our request, please email Deb Albus. Please respond by July 3, 2019.
Thank you for taking the time to provide this information.
Martha Thurlow, Director NCEO
Deb Albus, Research Fellow, NCEO
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 |
ELs with Disabilities |
||||||
| Part. | Perf. | Part. | Perf. | ||||
| ACT Aspire | 2-8, | ELA, Math, Science (4, 6, 8) | Yes | Yes | No | No | Yes |
| The ACT College Readiness Test |
11 | English, Math, Reading, Science with Writing |
No | No | No | No | No |
| Alabama Alternate Assessment |
3-8, 10 | Reading, Math, Science (5, 7, 10) |
Yes, but not science |
Yes, but not science |
Yes | Yes | 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, put an M in alternate column.
| For Title I Assessments: | Participation | Performance | |||
|---|---|---|---|---|---|
| Participation | General | AA-AAAS | Performance | General | AA-AAAS |
| Number Enrolled/Eligible to be Tested | No | No | Percent Proficient | No | No |
| Number of Students Tested | No | No | 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 | No |
| Number of Students with No scores | No | No | Percent by Achievement Level | Yes | Yes |
| Percent of Students with No Scores | No | No | Other (e.g., percentile rank) | No | No |
3. Accommodated Status Reporting
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 regular and alternate with and without accommodations with performance in achievement levels and all category percent proficient. |
Yes | Yes |
Report name/Link to report/attach: http://www.alsde.edu/dept/data/Assessment%20Data/ParticipationInAssessments2017-2018.pdf
Participation and Performance Data for Students with Disabilities, English Language Proficiency Assessment (ELPA)
4. 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 ELs |
K-12 | No | No | No |
Table B-1. Disaggregated Special Education Data on General Assessments Used for Title I: Reading/English Language Arts, Math, and Science
| State | Test | Subject Areas/ Grade | 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 | Scantron | ELA, Math (3-8), Science (5, 7) | Yes | Yes | Yes | |||||
| Alaska | PEAKS | ELA, Math (3-10) | Yes | Yes | Yes | |||||
| Alaska Science Assessment | Science (4, 8, 10) | Yes | Yes | |||||||
| Arizona | AZMerit | ELA, Math (3-8), HS: English (9- 11,) Algebra I-II, Geometry | Yes | Yes | Yes | |||||
| AIMS and AIMS HS | Science (4, 8, HS) | No | No | |||||||
| Arkansas | ACT Aspire | Reading, ELA English, Math, Science, STEM (3-10) | No | No | X | |||||
| California | Smarter Balanced | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||||
| CAST | Science (5, 8, once in HS, field testing) | No | No | |||||||
| Colorado | CMAS | ELA/ Literacy, Math (3-8), HS: Algebra I, Geometry, Integrated Math I-II | Yes | Yes | Yes | |||||
| CMAS | Science (4, 5, 7, 8, HS) | Yes | Yes | |||||||
| Connecticut | Smarter Balanced | ELA, Math (3-8) | Yes | Yes | Yes | |||||
| NGSS Science | Science (5, 8, 11) | Yes | Yes | |||||||
| Connecticut SAT School Day | Evidenced Based Reading, Writing, Math (11) | Yes | Yes | |||||||
| Delaware | Smarter Balanced | ELA, Math (3-8) | Yes | Yes | Yes | |||||
| SAT School Day | Reading, Math, Science (HS) | Yes | Yes | |||||||
| Florida | FSA | ELA, Math (3-10) | Yes | Yes | Yes | |||||
| Statewide Science Assessment | Science (5, 8) | Yes | Yes | |||||||
| Georgia | Georgia Milestones | ELA, Math (3-8), Science (5, 8, HS), HS: 9th Literature and Composition, American Literature and Composition, Coordinate Algebra, Algebra I, Geometry, Analytic Geometry, Physical Science, Biology | Yes | Yes | Yes | |||||
| Hawaii | Smarter Balanced | ELA, Math (3-8, 11) | No | Yes | Yes | |||||
| HSA Science | Science (4, 8) | No | No | |||||||
| EoC | Biology I (HS) | No | No | |||||||
| KAEO | Hawaiian Language Arts, Math (3-8), Science (4, 8) | No | No | |||||||
| Idaho | ISAT | ELA, Math, (3-8, HS), Science (5, 7, HS) | No | Yes | Yes | |||||
| Illinois | PARCC | ELA, Math (3-8) | Yes | Yes | Yes | |||||
| SAT | ELA, Math (HS) | Yes | Yes | |||||||
| Science | Science (5, 8, 10) | Yes | Yes | |||||||
| Indiana | ISTEP+ | Reading, Math (3-8, 10) | Yes | Yes | Yes | |||||
| ISTEP+ | Science (4,6) | Yes | Yes | |||||||
| EoC Assessments | EoC: English, Algebra I, Biology I | No | No | |||||||
| Iowa | Iowa Assessment | Reading, Math (3-8, 11) | Yes | Yes | Yes | |||||
| Iowa Assessment Science | Science (5, 8, 11) | Yes | Yes | |||||||
| Kansas | General Assessment | Reading, Math, (3-8, 10), Science (5, 8, 11) | Yes | Yes | Yes | |||||
| Kentucky | K-PREP | Reading, Math, (3-8, 11), Science (4,7, 11), Writing (5,6,8,11) | Yes | Yes | Yes | |||||
| EoC | EoC: English II, Algebra II, Biology | Yes | Yes | |||||||
| Louisiana | LEAP 2025 | English, Math, Science (3-12) | Yes | Yes | Yes | |||||
| Maine | eMPowerME | Reading, Writing Language, Math (3-8) | Yes | Yes | Yes | |||||
| SAT School Day | Math, ELA (HS) | No | No | |||||||
| MEA Science | Science (5, 8, HS) | Yes | Yes | |||||||
| Maryland | PARCC | ELA, Math (3-8) | No | No | Yes | |||||
| MSA | Science (5, 8) | No | No | |||||||
| HSA | EoC: English, Algebra, Biology | Yes | Yes | |||||||
| Massachusetts | Next Generation MCAS Tests | ELA, Math (3-8) | Yes | Yes | Yes | |||||
| STE MCAS Tests | Science and Technology/ Engineering (5, 8, 9 or 10) | Yes | Yes | |||||||
| Michigan | M-STEP | ELA, Math (3 to 8, 11), Science (5, 8, 11, field testing) | Yes | Yes | Yes | |||||
| SAT with Essay | ELA, Math (11) | Yes | Yes | |||||||
| Minnesota | MCA III | Reading (3 to 8, 10), Math (3 to 8, 11), Science (5, 8, HS) | Yes | Yes | Yes | |||||
| Mississippi | MAAP | ELA, Math (3-8, EoC) | Yes | Yes | Yes | |||||
| Science Tests | Science (5, 8) | Yes | Yes | |||||||
| SATP2 | EoC: Biology I | Yes | Yes | |||||||
| Missouri | MAP | ELA, Math (3-8), Science (field testing) | No | Yes | Yes | |||||
| EoC | English I-II, Algebra I-II, Biology, Physical Science | No | Yes | |||||||
| Montana | Smarter Balanced | ELA, Math (3-8) | Yes | Yes | Yes | |||||
| ACT Plan Writing | ELA, Math (11) | Yes | Yes | |||||||
| CRT Science | Science (4, 8, 10) | Yes | Yes | |||||||
| Nebraska | NSCAS | ELA, Math (3-8, 11), Science (5,8,11) | Yes | Yes | Yes | |||||
| Nevada | CRT | Reading, Math (3-8, 10), Science (5,8, 10) | Yes | Yes | Yes | |||||
| New Hampshire | NH SAS | ELA, Math (3-8), Science (5, 8, 11) | Yes | Yes | Yes | |||||
| SAT School Day | ELA, Math (11) | Yes | Yes | |||||||
| New Jersey | PARCC | ELA, Math (3-8) | Yes | Yes | Yes | |||||
| NJSLA-S | Science (5, 8, 11) | No | No | |||||||
| EoC | ELA (9-11), EoC: Algebra I-II, Geometry | Yes | Yes | |||||||
| New Mexico | PARCC | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||||
| SBA | Science (4, 7, 10, 11) | Yes | Yes | |||||||
| SBA Spanish | Spanish Reading (4, 7, 10-11) | Yes | Yes | |||||||
| New York | NYSTP | ELA, Math (3-8) Science (4,8) | Yes | Yes | Yes | |||||
| CCR | EoC: Algebra I, ELA, Geometry | No | No | |||||||
| RCT | EoC: Math, Science, Reading, Writing | No | No | |||||||
| Regents Exams Parts used for Title I and Diploma | EoC: Comprehensive English, Algebra II/ Trigonometry, Geometry, Integrated Algebra, Living Environment, Physical Setting/ Physics, Physical Setting/Chemistry, Physical setting/ Earth Science | No | No | |||||||
| North Carolina | EOG Test | Reading, Math (3 to 8), Science (5,8) | Yes | Yes | Yes | |||||
| EOC Test | EoC: Math I, Biology, English II | Yes | Yes | |||||||
| North Dakota | NDSA | Reading, Math (3-8, 10) | Yes | Yes | Yes | |||||
| NDSA Science | Science (4, 8, 11) | Yes | Yes | |||||||
| ACT May be used instead | English, Reading, Math, Science (11) | No | No | |||||||
| Ohio | OST | Math, Reading (3-8), Science (5, 8) | Yes | Yes | Yes | |||||
| EoC Exams | EoC: Algebra I, Geometry, Integrated Math I-II, Biology, English I- II | Yes | Yes | |||||||
| Oklahoma | OSTP 3-8 | ELA, Math, (3-8), Science (5, 8) | No | No | X | |||||
| High School OSTP | Science (11) | No | No | |||||||
| ACT or SAT | ELA, Math (11) | No | No | |||||||
| Oregon | Smarter Balanced | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||||
| OAKs Online | Science (5,8,11) | Yes | Yes | |||||||
| Pennsylvania | PSSA | Reading, Math (3-8), Science (4,8) | No | No | X | |||||
| Keystone Exam | Literature, Algebra, Biology (11) | No | No | |||||||
| Rhode Island | RICAS | ELA, Math (3-8) | No | Yes | Yes | |||||
| SAT | ELA, Math (11) | Yes | Yes | |||||||
| RI NGSS | Science (5, 8, 11 field testing) | No | No | |||||||
| South Carolina | SCPASS | Science (4 -8) | Yes | Yes | Yes | |||||
| SC READY | ELA, Math (3-8) | Yes | Yes | |||||||
| EoCEP (graded A-F) | EoC: Algebra I, Biology I, English I, Reading, Writing | Yes | Yes | |||||||
| South Dakota | Smarter Balanced | ELA and Math. (3-8, 11) | No | Yes | Yes | |||||
| SD SA | Science (5, 8, 11) | No | Yes | |||||||
| Tennessee | TCAP | ELA, Math, (3-8), Science (5-8, HS) | Yes | Yes | Yes | |||||
| EoC | EoC: Algebra l-ll, Integrated Math l-lll, English I-II, Biology | Yes | Yes | |||||||
| ACT or SAT | Cohort: English, Math, Reading, Science, Com-posite | No | No | |||||||
| Texas | STAAR with Spanish version | Math, Reading (3-8), Writing (4,7), Science (5,8), Spanish version (3-5) | Yes | Yes | Yes | |||||
| STAAR EoC | EoC: English I, Reading, Writing, Algebra I, Biology | Yes | Yes | |||||||
| Utah | SAGE | Reading, ELA, Math, Science (3-11) | No | Yes | Yes | |||||
| Vermont | Smarter Balanced | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||||
| VT SA | Science (5, 8, 11) | No | No | |||||||
| Virginia | SOL | Reading, Math (3-8), Science (5,8), Writing (8) | Yes | Yes | Yes | |||||
| EoC SOL Test | EoC: Reading, Writing, Algebra I-II, Geometry, Biology, Earth Science, Chemistry | Yes | Yes | |||||||
| Washington | Smarter Balanced | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||||
| WCAS | Science (5, 8, 11) | Yes | Yes | |||||||
| West Virginia | WVGSA | ELA/Literacy, Math (3-8) | Yes | Yes | Yes | |||||
| WVGSA Science | Science (5, 8, 11) | Yes | Yes | |||||||
| SAT School Day | Reading, Writing, Math, Essay, Science (11) | Yes | Yes | |||||||
| Wisconsin | Wisconsin Forward | ELA, Math (3-8,10), Science (4, 8, 10) | Yes | Yes | Yes | |||||
| ACT | English, Reading, Math, Writing (11) | Yes | Yes | |||||||
| Wyoming | WY-TOPP | Reading, Math (3-8,11), Science (4,8, 11) | Yes | Yes | Yes | |||||
| Total Regular States (N=50) | 30 | 12 | 0 | 4 | 1 | 3 | ||||
| Unique States | ||||||||||
| American Samoa | SBA | Reading (3, 5 7, 10), Math (3, 5, 7, 10) | No | No | X | |||||
| ACT | English, Reading, Math, Science (11, 12) | No | No | |||||||
| Bureau of Indian Education | Individual state assessments | 3-HS: By State: ELA, Reading, Math, Science | No | No | X | |||||
| Commonwealth of Northern Mariana Islands | ACT ASPIRE | English, Writing, Reading, Math, Science (3-10) | No | No | X | |||||
| District of Columbia |
PARCC | ELA, Math (3-8), HS: ELA I-II, Algebra I-II, Geometry, Integrated Math | Yes | Yes | Yes | |||||
| DC Next-Gen Science | Science (5, 8, HS) | No | No | |||||||
| Federated States of Micronesia |
NMCT | Reading (6, 8, 10), Math (4, 6, 8, 10) | No | No | X | |||||
| Guam | SBA | Science (1-8) 9 to 12: Biology, Anatomy and Physiology, Chemistry, Physical Science, Algebra I-II, Geometry | No | No | Yes | |||||
| ACT ASPIRE | English, Math, Reading (3-10) | Yes | Yes | |||||||
| Palau | No Information | X | ||||||||
| Puerto Rico | Academic Achievement Test | Spanish, English, Math (3-8, 11), Science (4,8,11) | No | No | X | |||||
| Republic of Marshall Islands |
MISAT | English Reading, Marshallese Reading, Math, Science (3, 6, 8, 10, 12) | No | No | X | |||||
| U.S.Department of Defense Education Activity | No Title I Assessments | X | ||||||||
| U.S. Virgin Islands | Smarter Balanced | ELA, Math (3-8, 11) | No | No | X | |||||
| Total Unique States (N=11) | 0 | 2 | 0 | 0 | 0 | 9 | ||||
| Total Regular and Unique States (N=61) | 30 | 14 | 0 | 4 | 1 | 12 | ||||
| Percent of All States (Note: 101% due to rounding) |
49% | 23% | 0% | 7% | 2% | 20% | ||||
Table B-2. Reporting for Students with Disabilities on General Assessments Not Used for Title I: Reading/English Language Arts, Math, and Science
| State | Test | Subject Areas/ Grade |
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 | English, Reading, Math, Science with Writing (11) | No | No | X | ||||
| Alaska | None | - | - | Yes | |||||
| Arizona | None | - | - | Yes | |||||
| Arkansas | None | - | - | Yes | |||||
| California | None | - | - | Yes | |||||
| Colorado | None | - | - | Yes | |||||
| Connecticut | None | - | - | Yes | |||||
| Delaware | None | - | - | Yes | |||||
| Florida | FSA EoC Assessments | EoC: Algebra I, Geometry, Biology I | Yes | Yes | Yes | ||||
| Georgia | None | - | - | Yes | |||||
| Hawaii | EoC | EoC: Algebra I-II | No | No | X | ||||
| Idaho | None | - | - | Yes | |||||
| Illinois | None | - | - | Yes | |||||
| Indiana | IREAD-3 | Reading (3) | Yes | Yes | Yes | ||||
| Iowa | None | - | - | Yes | |||||
| Kansas | None | - | - | Yes | |||||
| Kentucky | ACT | English, Reading, Math, Science (11) | Yes | Yes | Yes | ||||
| Louisiana | ACT | English, Reading, Math, Science (12) | No | Yes | Yes | ||||
| Maine | None | - | - | Yes | |||||
| Maryland | None | - | - | Yes | |||||
| Massachusetts | None | - | - | Yes | |||||
| Michigan | None | - | - | Yes | |||||
| Minnesota | None | - | - | Yes | |||||
| Mississippi | None | - | - | Yes | |||||
| Missouri | None | - | - | Yes | |||||
| Montana | None | - | - | Yes | |||||
| Nebraska | ACT | ELA, Math, Science (11) | Yes | Yes | Yes | ||||
| Nevada | ACT | Math, Reading, Science, Writing (11) | Yes | Yes | Yes | ||||
| New Hampshire | None | - | - | Yes | |||||
| New Jersey | None | - | - | Yes | |||||
| New Mexico | None | - | - | Yes | |||||
| New York | None | - | - | Yes | |||||
| North Carolina | ELA Reading Test | Reading (3) | No | No | X | ||||
| North Dakota | ACT Workkeys | Applied Math (11) | No | No | X | ||||
| Ohio | None | - | - | Yes | |||||
| Oklahoma | None | - | - | Yes | |||||
| Oregon | None | - | - | Yes | |||||
| Pennsylvania | None | - | - | Yes | |||||
| Rhode Island | None | - | - | Yes | |||||
| South Carolina | ACT Work Keys | Reading for Inform-ation, Applied Math (3rd yr HS) | Yes | Yes | Yes | ||||
| South Dakota | None | - | - | Yes | |||||
| Tennessee | None | - | - | Yes | |||||
| Texas | None | - | - | Yes | |||||
| Utah | K3 Reading Competency | Reading (K -3) | No | Yes | Yes | ||||
| Vermont | None | - | - | Yes | |||||
| Virginia | None | - | - | Yes | |||||
| Washington | None | - | - | Yes | |||||
| West Virginia | None | - | - | Yes | |||||
| Wisconsin | ACT Aspire | English, Reading, Math, Science, Writing (9,10) | Yes | Yes | Yes | ||||
| Wyoming | ACT or Workkeys | English, Math, Reading, Writing, Science (11,12) | No | No | X | ||||
| Total Regular States (N=50) | 36 | 7 | 0 | 2 | 5 | ||||
| Unique States | |||||||||
| American Samoa | None | - | - | Yes | |||||
| Bureau of Indian Education | Assessments by state | By state | - | - | No info. | ||||
| Commonwealth of Northern Mariana Islands |
None | - | - | Yes | |||||
| District of Columbia | None | - | - | Yes | |||||
| Federated States of Micronesia | None | - | - | Yes | |||||
| Guam | SBA | Reading, Math (1-2) | No | No | X | ||||
| Palau | No information | - | - | No Info. | |||||
| Puerto Rico | None | - | - | Yes | |||||
| Republic of Marshall Islands | None | - | - | Yes | |||||
| U.S. Department of Defense Education Activity | CCRS Summative Assessment | ELA (6-8, 10), Math (3-6), EoC: Algebra I-II, Geometry | No | No | X | ||||
| PSAT 8-9, PSAT/NMSQT | Reading, Writing/ Language, Math (8-9, 10, 11) | No | No | ||||||
| U.S. Virgin Islands | None | - | - | Yes | |||||
| Total Unique States (N=11) | 9 | 0 | 0 | 0 | 2 | ||||
| Total Regular and Unique States (N=61) | 45 | 7 | 0 | 2 | 7 | ||||
| Percent of All States (Note: 101% due to rounding) |
74% | 12% | 0% | 3% | 12% | ||||
Table B-3. Disaggregated Special Education Data for General Assessments: Other Content Assessments
| State | Test | Subject Areas/ Grade | 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 | None | - | - | Yes | |||||
| Alaska | None | - | - | Yes | |||||
| Arizona | None | - | - | Yes | |||||
| Arkansas | None | - | - | Yes | |||||
| California | CAASPP (Spanish STS) | Spanish ELA (2-11) | Yes | Yes | Yes | ||||
| Colorado | CLAS | Spanish ELA (3, 4) | Yes | Yes | Yes | ||||
| Connecticut | None | - | - | Yes | |||||
| Delaware | SAT School Day | Social Studies (HS) | Yes | Yes | Yes | ||||
| Florida | FSA EoC Assessments | EoC; US History or Civics | Yes | Yes | Yes | ||||
| Georgia | Georgia Milestones | Social Studies (5, 8, HS), EoC: US History / Economics | Yes | Yes | Yes | ||||
| Hawaii | None | - | - | Yes | |||||
| Idaho | None | - | - | Yes | |||||
| Illinois | None | - | - | Yes | |||||
| Indiana | ISTEP+ | Social Studies (5, 7) | Yes | Yes | Yes | ||||
| Iowa | None | - | - | Yes | |||||
| Kansas | None | - | - | Yes | |||||
| Kentucky | K-PREP and EoC | Social Studies (5, 8), EoC: History | Yes | Yes | Yes | ||||
| Louisiana | None | - | - | Yes | |||||
| Maine | None | - | - | Yes | |||||
| Maryland | HSA | EoC: Data Analysis, Government | Yes | Yes | Yes | ||||
| Massachusetts | None | - | - | Yes | |||||
| Michigan | M-Step | Social Studies (5, 8, 11) | Yes | Yes | Yes | ||||
| Minnesota | None | - | - | Yes | |||||
| Mississippi | SATP2 | EoC: US History | No | No | X | ||||
| Missouri | EoC Assessments | EoC: American History, Government | No | Yes | Yes | ||||
| Montana | None | - | - | Yes | |||||
| Nebraska | None | - | - | Yes | |||||
| Nevada | None | - | - | Yes | |||||
| New Hampshire | None | - | - | Yes | |||||
| New Jersey | None | - | - | Yes | |||||
| New Mexico | None | - | - | Yes | |||||
| New York | RCTs | EoC: US History and Government, Global History and Geography | No | No | X | ||||
| North Carolina | None | - | - | Yes | |||||
| North Dakota | ACT Workkeys | Graphic Literacy, Work-place Docu-ments (11) | No | No | X | ||||
| Ohio | Ohio State Tests | Social Studies (4, 6) | Yes | Yes | Yes | ||||
| Ohio EoC Exams | EoC: American History, American Government | Yes | Yes | ||||||
| Oklahoma | High School OSTP | US History (11) | No | No | X | ||||
| Oregon | OAKS Online | Social Studies (5, 8, 11) | No | No | X | ||||
| Pennsylvania | None | - | - | Yes | |||||
| Rhode Island | None | - | - | Yes | |||||
| South Carolina | ACT Work Keys | Locating Informa-tion (3rd yr HS) | Yes | Yes | Yes | ||||
| SCPASS | Social Studies (4, 8) | Yes | Yes | ||||||
| EoCEP | EoC: US History and the Constitution | Yes | Yes | ||||||
| South Dakota | None | - | - | Yes | |||||
| Tennessee | EoC | EoC: US History, Geography | Yes | Yes | Yes | ||||
| TCAP | Social Studies (6, 8) | Yes | Yes | ||||||
| Texas | STAAR | Social Studies (8) | Yes | Yes | Yes | ||||
| STAAR EoC | EoC: US History | Yes | Yes | ||||||
| Utah | None | - | - | Yes | |||||
| Vermont | None | - | - | Yes | |||||
| Virginia | EoC SOL Test | EoC: Virginia and US History, World Geography, World History I-II | Yes | Yes | Yes | ||||
| Content Specific SOL History Test | Upper elementary or middle school: Virginia Studies, Civics and Economics | Yes | Yes | ||||||
| Washington | None | - | - | Yes | |||||
| West Virginia | None | - | - | Yes | |||||
| Wisconsin | ACT Aspire | English, Reading, Math, Science, Writing (9,10) | Yes | Yes | Yes | ||||
| Wisconsin Forward | Social Studies (4, 8, 10) | Yes | Yes | ||||||
| Wyoming | None | - | - | Yes | |||||
| Total Regular States (N=50) | 29 | 15 | 0 | 1 | 5 | ||||
| Unique States | |||||||||
| American Samoa | None | - | - | Yes | |||||
| Bureau of Indian Education | Assessments by state | By state | - | - | No info. | ||||
| Commonwealth of Northern Mariana Islands | SBA | Chamorro and Carolinian Language Heritage Studies (4, 6, 8, 9 to 12) | No | No | X | ||||
| EoC | EoC: NMI History | No | No | ||||||
| District of Columbia | None | - | - | Yes | |||||
| Federated States of Micronesia | None | - | - | Yes | |||||
| Guam | None | - | - | Yes | |||||
| Palau | No information | - | - | No Info. | |||||
| Puerto Rico | None | - | - | Yes | |||||
| Republic of Marshall Islands | MISAT | Social Studies (8) | No | No | X | ||||
| U.S.Depart-ment of Defense Education Activity | None | - | - | Yes | |||||
| U.S. Virgin Islands | None | - | - | Yes | |||||
| Total Unique States (N=11) | 9 | 0 | 0 | 0 | 2 | ||||
| Total Regular and Unique States (N=61) | 38 | 15 | 0 | 1 | 7 | ||||
| Percent of All States (Note: 101% due to rounding) |
62% | 25% | 0% | 2% | 12% | ||||
Table B-4. Disaggregated Special Education Data for AA-AAAS: Reading/ELA, Math, and Science
| State | Test | Subject Areas/Grade | 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 Publicly Reported Data Found | |||||
| Regular States | ||||||||
| Alabama | Alabama Alternate Assessment | Reading, Math (3-8, 10), Science (5, 7, 10) | Yes | Yes | Yes | |||
| Alaska | DLM | ELA and Math (3-10), Science (4, 8, 10) | Yes | Yes | Yes | |||
| Arizona | MSAA, AIMS-A Science | ELA, Math (3-8, 11), Science (4, 8, 10) | Yes | Yes | Yes | |||
| Arkansas | MSAA | ELA, Math (3-8, 11) | No | No | X | |||
| AAPA | Science (5, 7, 10) | No | No | |||||
| California | CAA | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||
| CAA Science | Science (5, 8, once in HS, field testing) | No | No | |||||
| Colorado | CoAlt Science | Science (5, 8, HS) | Yes | Yes | Yes | |||
| CoAlt | ELA, Math (3-11) | Yes | Yes | |||||
| Connecticut | CTAA | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||
| CTAS | Science (5, 8, 11, field testing) | No | No | |||||
| Delaware | DeSSA-Alt | Reading, Math (3-8, 11), Science (5, 8, 10, 11) | Yes | Yes | Yes | |||
| Florida | FSAA with Datafolio Tier | ELA (3-10), Math (3-8), Science (3, 5, 8), EoC: Algebra I, Geometry, Biology | Yes | Yes | Yes | |||
| Georgia | Alternate Assessment | ELA, Math (K, 3-8, HS), Science (5, 8, HS) | No | Yes | Yes | |||
| Hawaii | HSA – Alt | ELA, Math (3-8, 11), Science (4, 8, 11) | No | No | X | |||
| Idaho | IDAA | ELA, Math, (3-8, HS), Science (5, 7, 10) | No | No | X | |||
| Illinois | DLM | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||
| DLM Science | Science (5, 8, 11) | No | No | |||||
| Indiana | ISTAR | ELA, Math (3-8, 10), Science (4, 7) | No | No | X | |||
| Iowa | IAA | Reading, Math (3-8, 11) | No | No | X | |||
| IAA Science | Science (5, 8, 11) | No | No | |||||
| Kansas | DLM | Reading, Math (3-8, 10, 11), Science (5, 8, 11) | Yes | Yes | Yes | |||
| Kentucky | Alternate K-PREP | Reading (3-9), Math (3-8,10), Writing (4,5,6, 8,10,11), Science (4,7,11) | Yes | Yes | Yes | |||
| Louisiana | LEAP Connect | Reading, Math (3-11), Science (4, 8, 11) | No | No | X | |||
| Maine | MSAA, PAAP Science | ELA/Literacy, Math (3-8, HS), Science (5, 8, HS) | Yes | Yes | Yes | |||
| Maryland | ALT-MSA | Math, Reading, (3-8, 10), Science (5,8,10) | No | No | X | |||
| Massachusetts | MCAS-Alt | ELA ,Math (3-8, 10), Science and Technology/ Engineering (5,8,9 or 10) | Yes | Yes | Yes | |||
| Michigan | MI-Access Functional Independence | ELA, Math, (3-8, 11), Science (4, 7, 11) | Yes | Yes | Yes | |||
| MI-Access Supported Independence | ELA, Math (3-8, 11), Science (4, 7 11) | Yes | Yes | |||||
| MI-Access Participation | ELA, Math (3-8, 11), Science (4, 7, 11) | Yes | Yes | |||||
| Minnesota | MTAS III | Reading, Math (3-8, HS), Science (5, 8, HS) | Yes | Yes | Yes | |||
| Mississippi | DLM | ELA, Math (3-8, HS), Science (5,8, HS) | Yes | Yes | Yes | |||
| Missouri | MAPA | ELA (3 to 8, 11) Math (3 to 8, 10), Science (5, 8, 11) | Yes | Yes | Yes | |||
| Montana | MSAA | ELA, Math (3-8, 10) | Yes | Yes | Yes | |||
| CRT Alternate | Science (4, 8, 10) | Yes | Yes | |||||
| Nebraska | NESA-M and NESA-AAM | ELA, Math (3-8, 11), Science (5,8,11) | No | No | X | |||
| Nevada | NAA | ELA, Math (3-8, 11), Science (5, 8, 10) | Yes | Yes | Yes | |||
| New Hampshire | DLM | Reading, Math (3-8, 11), Science (5, 8, 11) | Yes | Yes | Yes | |||
| New Jersey | DLM | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||
| APA | Science (5, 8, 11) | No | No | |||||
| New Mexico | NMAPA | ELA, Math (3-8, 11), Science (4, 7, HS) | Yes | Yes | Yes | |||
| New York | NYSAA | ELA, Math (3-8, HS), Science (4,8, HS) | Yes | Yes | Yes | |||
| North Carolina | NCEXTEND1 | Reading, Math (3-8), Science (5,8), 10: Math I, Biology, English II | Yes | Yes | Yes | |||
| North Dakota | DLM | Reading/Language Arts, Math (3-8, HS) | Yes | Yes | Yes | |||
| NDAA Science | Science (4, 8, 11) | Yes | Yes | |||||
| Ohio | AASCD | ELA, Math (3-8), Science (5,8) | Yes | Yes | Yes | |||
| OGT-HS-AASCD | ELA, Math, Science (HS) | Yes | Yes | |||||
| Oklahoma | OAAP | ELA, Math (3-8, HS), Science (5, 8) | No | No | X | |||
| Oregon | OAKS Extended | Reading, Math (3-8, 11), Science (5,8,11) | Yes | Yes | Yes | |||
| Pennsylvania | PASA | Reading, Math, Science (3-8, 11) | No | No | X | |||
| Rhode Island | DLM | ELA, Math (3-8, 11), Science (5, 8, 11) | Yes | Yes | Yes | |||
| South Carolina | NCSC | ELA, Math (3-8, 11) | No | No | X | |||
| SC-ALT | Science (4-8, 11), HS: Biology I, English I, Algebra I | No | No | |||||
| South Dakota | SDSA-Alt | Science (5, 8, 11) | No | Yes | Yes | |||
| MSAA | ELA, Math (3-8, 11) | No | Yes | |||||
| Tennessee | MSAA | ELA, Math (3-8, 11) | No | No | X | |||
| TCAP-Alt | Science (3-8), Biology (10) | No | No | |||||
| Texas | STAARALT 2 | Math, Reading (3-8), Writing (4,7), Science (5,8) | Yes | Yes | Yes | |||
| STAARALT2 EoC | EoC: English I-II, Algebra I, Biology | Yes | Yes | |||||
| Utah | DLM | ELA, Math (3-11) | Yes | Yes | Yes | |||
| UAA | Science (4-11) | Yes | Yes | |||||
| Vermont | DLM | ELA, Math (3-11) | No | No | X | |||
| VTAAP | Science (4,8,11) | No | No | |||||
| Virginia | VAAP | Reading, Math, Science, Writing (3-8, HS) | Yes | Yes | Yes | |||
| Washington | WA-AIM | ELA, Math (3-8, 11), Science (5, 8, 11) | Yes | Yes | Yes | |||
| West Virginia | WVASA – DLM | Reading, Math (3-8, HS) | Yes | Yes | Yes | |||
| WVASA Science | Science (5,8,11) | No | No | |||||
| Wisconsin | DLM | ELA, Math (3-11), Science (4, 8, 9-11) | Yes | Yes | Yes | |||
| Wyoming | WY-ALT | ELA, Math (3-8, HS), Science (4, 8, 9 to 11) | Yes | Yes | Yes | |||
| Total Regular States (N=50) | 30 | 5 | 2 | 13 | ||||
| Unique States | ||||||||
| American Samoa | Alternate Assessment | Reading, Math (3-8, 10) | No | No | X | |||
| Bureau of Indian Education | Alternates by State | By state | No | No | X | |||
| Common-wealth of Northern Mariana Islands | MSAA | ELA, Math (3-8, 11) | No | No | X | |||
| District of Columbia | MSAA | ELA, Math (3-8, HS) | No | No | X | |||
| DC Science Alternate | Science (5, 8, HS) | No | No | |||||
| Federated States of Micronesia | No Title I alternate assessment | - | - | X | ||||
| Guam | NCSC and DoE Alternate | ELA, Math (3-8, 11), and DoE Alternate in ELA, Math (1,2, 9, 10) | Yes | Yes | Yes | |||
| Palau | No Information | No | No | X | ||||
| Puerto Rico | Puerto Rico Alternate Assessment | Spanish, English, Math (3-8, 11), Science (4,8,11) | No | No | X | |||
| Republic of Marshall Islands | No Title I alternate assessment | - | - | X | ||||
| U.S. Department of Defense Education Activity | No Title I alternate assessment | Reading/Language Arts, Math, Science (3-12) These Not Used for Title I | - | - | X | |||
| U.S. Virgin Islands | MSAA | ELA, Math (3-8, 11) | No | No | X | |||
| Total Unique States (N=11) | 1 | 0 | 0 | 10 | ||||
| Total Regular and Unique States (N=61) | 31 | 5 | 2 | 23 | ||||
| Percent of All States | 51% | 8% | 3% | 38% | ||||
Table B-5 Disaggregated Special Education Data for AA-AAAS: Other Content Areas
| State | Test | Subject Areas/Grades | 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 Publicly Reported Data Found | |||||
| Regular States | ||||||||
| Colorado | CoAlt | Social Studies (4, 7) | Yes | Yes | Yes | |||
| Florida | FSAA with Datafolio Tier | Social Studies (often 7th) EOC: Civics | Yes | Yes | Yes | |||
| Georgia | Alternate Assessment | Social Studies (4, 8, HS) | No | Yes | Yes | |||
| Indiana | ISTAR | Social Studies (4, 7) | No | No | X | |||
| Kentucky | Alternate K-PREP | Social Studies (5, 8, 12) | Yes | Yes | Yes | |||
| Ohio | HS-AASCD | Social Studies (HS) | Yes | Yes | Yes | |||
| South Carolina | SC-ALT | Social Studies (5, 7), EoC: US History and the Constitution | No | No | X | |||
| Texas | STAARALT2, EoC | Social Studies (8), EoC: US History | Yes | Yes | Yes | |||
| Total Regular States (N=8) | 5 | 0 | 1 | 2 | ||||
| Unique States | ||||||||
| US Department of Defense Education Activity | Not Used for Title I | Social Studies (3-12) | No | No | X | |||
| Total Unique States (N=1) | 0 | 0 | 0 | 1 | ||||
| Total Regular and Unique States (N=9) | 5 | 0 | 1 | 3 | ||||
| Percent of All States with Other Content | 56% | 0% | 11% | 33% | ||||
Table B-6. Disaggregated ELs in Special Education Data on General Assessments Used for Title I: Reading/English Language Arts, Math, and Science
| State | Test | Subject Areas/ Grade |
Partici- pation |
Perfom- 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 | Scantron | ELA, Math (3-8), Science (5,7) | No | No | X | |||||
| Alaska | PEAKS | ELA, Math (3-10) | No | No | X | |||||
| Alaska Science Assessment | Science (4, 8, 10) | No | No | |||||||
| Arizona | AIMS and AIMS HS | Science (4, 8, HS) | No | No | X | |||||
| AZMerit | ELA, Math (3-8), HS: English (9-11), Algebra I-II, Geometry | No | No | |||||||
| Arkansas | ACT Aspire | Reading, ELA English, Math, Science, STEM (3-10) | No | No | X | |||||
| California | Smarter Balanced | ELA, Math (3-8, 11) | No | No | X | |||||
| CAST | Science (5, 8, once in HS, field testing) | No | No | |||||||
| Colorado | CMAS | ELA/ Literacy, Math (3-8), HS: Algebra I, Geometry, Integrated Math I-II | No | No | X | |||||
| CMAS | Science (4, 5, 7, 8, HS) | No | No | |||||||
| Connecticut | Smarter Balanced | ELA, Math (3-8) | No | No | X | |||||
| NGSS Science | Science (5, 8, 11) | No | No | |||||||
| Connecticut SAT School Day | Evidenced Based Reading, Writing, Math (11) | No | No | |||||||
| Delaware | Smarter Balanced | ELA, Math (3-8) | No | No | X | |||||
| SAT School Day | Reading, Math, Science (HS) | No | No | |||||||
| Florida | FSA | ELA, Math (3-10) | No | No | X | |||||
| Statewide Science Assessment | Science (5, 8) | No | No | |||||||
| Georgia | Georgia Milestones | ELA, Math (3-8), Science (5, 8, HS), HS: 9th Literature and Composition, American Literature and Composition, Coordinate Algebra, Algebra I, Geometry, Analytic Geometry, Physical Science, Biology | No | No | X | |||||
| Hawaii | Smarter Balanced | ELA, Math (3-8, 11) | No | No | X | |||||
| HSA Science | Science (4, 8) | No | No | |||||||
| EoC | Biology I (HS) | No | No | |||||||
| KAEO | Hawaiian Language Arts, Math (3-8), Science (4, 8) | No | No | |||||||
| Idaho | ISAT | ELA, Math (3-8, HS), Science (5, 7, HS) | No | No | X | |||||
| Illinois | PARCC | ELA, Math (3-8) | No | No | X | |||||
| SAT | ELA, Math (HS) | No | No | |||||||
| Science | Science (5, 8, 10) | No | No | |||||||
| Indiana | ISTEP+ | Reading, Math (3-8, 10) | No | No | X | |||||
| ISTEP+ | Science (4,6) | No | No | |||||||
| EoC Assessments | EoC: English, Algebra I, Biology I | No | No | |||||||
| Iowa | Iowa Assessment | Reading, Math (3-8, 11) | No | No | X | |||||
| Iowa Assessment Science | Science (5, 8, 11) | No | No | |||||||
| Kansas | General Assessment | Reading, Math, (3-8, 10), Science (5, 8, 11) | Yes | Yes | Yes | |||||
| Kentucky | K-PREP | Reading, Math (3-8, 11), Science (4,7, 11), Writing (5,6,8,11) | No | No | X | |||||
| EoC | EoC: English II, Algebra II, Biology | No | No | |||||||
| Louisiana | LEAP 2025 | English, Math, Science (3-12) | No | No | X | |||||
| Maine | eMPowerME | Reading, Writing Language, Math (3-8) | No | No | X | |||||
| MEA Science | Science (5, 8, HS) | No | No | |||||||
| SAT School Day | Math, ELA (HS) | No | No | |||||||
| Maryland | PARCC | ELA, Math (3-8) | No | No | X | |||||
| MSA | Science (5, 8) | No | No | |||||||
| HSA | EoC: English, Algebra, Biology | No | No | |||||||
| Massachusetts | Next Generation MCAS Tests | ELA, Math (3-8) | No | No | X | |||||
| STE MCAS Tests | Science and Technology/ Engineering (5, 8, 9 or 10) | No | No | |||||||
| Michigan | M-STEP | ELA, Math (3-8, 11), Science (5, 8, 11 field testing) | No | No | X | |||||
| SAT with Essay | ELA, Math (11) | No | No | |||||||
| Minnesota | MCA III | Reading (3 to 8, 10), Math (3 to 8, 11), Science (5, 8, HS) | Yes | Yes | Yes | |||||
| Mississippi | MAAP | ELA, Math (3-8, EoC) | No | No | X | |||||
| Science Tests | Science (5, 8) | No | No | |||||||
| SATP2 | EoC: Biology I | No | No | |||||||
| Missouri | MAP | ELA, Math (3-8), Science (field testing) | No | No | X | |||||
| EoC | English I-II, Algebra I-II, Biology, Physical Science | No | No | |||||||
| Montana | Smarter Balanced | ELA, Math (3-8) | No | No | X | |||||
| ACT Plan Writing | ELA, Math (11) | No | No | |||||||
| CRT Science | Science (4, 8, 10) | No | No | |||||||
| Nebraska | NSCSA | ELA, Math (3-8, 11), Science (5,8,11) | No | No | X | |||||
| Nevada | CRT | Reading, Math (3-8, 10), Science (5,8, 10) | No | No | X | |||||
| New Hampshire | NH SAS | ELA, Math (3-8), Science (5, 8, 11) | No | No | X | |||||
| SAT School Day | ELA, Math (11) | No | No | |||||||
| New Jersey | PARCC | ELA, Math (3-8) | No | No | X | |||||
| NJSLA-S | Science (5, 8, 11) | No | No | |||||||
| EoC | ELA (9-11), EoC: Algebra I-II, Geometry | No | No | |||||||
| New Mexico | PARCC | ELA, Math (3-8, 11) | No | No | X | |||||
| SBA | Science (4, 7, 10, 11) | No | No | |||||||
| SBA Spanish | Spanish Reading (4, 7, 10-11) | No | No | |||||||
| New York | NYSTP | ELA, Math (3-8), Science (4,8) | No | No | X | |||||
| CCR | EoC: Algebra I, ELA, Geometry | No | No | |||||||
| RCT | EoC: Math, Science, Reading, Writing | No | No | |||||||
| Regents Exams Parts used for Title I and Diploma | EoC: Comprehen sive English, Algebra II/ Trigonometry, Geometry, Integrated Algebra, Living Environment, Physical Setting/ Physics, Physical Setting/Chemistry, Physical Setting/ Earth Science | No | No | |||||||
| North Carolina | EOG Test | Reading, Math (3 to 8), Science (5,8) | No | No | X | |||||
| EOC Test | EoC: Math I, Biology, English II | No | No | |||||||
| North Dakota | NDSA | Reading, Math (3-8, 10) | No | No | X | |||||
| NDSA Science | Science (4, 8, 11) | No | No | |||||||
| ACT May be used instead | English,Reading, Math, Science (11) | No | No | |||||||
| Ohio | OST | Math, Reading (3-8), Science (5, 8) | No | No | X | |||||
| EoC Exams | EoC: Algebra I, Geometry, Integrated Math I-II, Biology, English I-II | No | No | |||||||
| Oklahoma | OSTP 3-8 | ELA, Math, (3-8), Science (5, 8) | No | No | X | |||||
| High School OSTP | Science (11) | No | No | |||||||
| ACT or SAT | ELA, Math (11) | No | No | |||||||
| Oregon | Smarter Balanced | ELA, Math (3-8, 11) | No | No | X | |||||
| OAKs Online | Science (5,8,11) | No | No | |||||||
| Pennsylvania | PSSA | Reading, Math (3-8), Science (4,8) | No | No | X | |||||
| Keystone Exam | Literature, Algebra, Biology (11) | No | No | |||||||
| Rhode Island | RICAS | ELA, Math (3-8) | No | No | X | |||||
| SAT | ELA, Math (11) | No | No | |||||||
| RI NGSS | Science (5, 8, 11 field testing) | No | No | |||||||
| South Carolina | SCPASS | Science (4-8) | No | No | X | |||||
| SC READY | ELA, Math (3-8) | No | No | |||||||
| EoCEP (graded A-F) | EoC: Algebra I, Biology I, English I, Reading, Writing | No | No | |||||||
| South Dakota | Smarter Balanced | ELA and Math, (3-8, 11) | No | No | X | |||||
| SD SA | Science (5, 8, 11) | No | No | |||||||
| Tennessee | TCAP | ELA, Math (3-8), Science (5-8, HS) | No | No | X | |||||
| EoC | EoC: Algebra l-ll, Integrated Math l-lll, English I-II, Biology | No | No | |||||||
| ACT or SAT | Cohort: English, Math, Reading, Science, Com-posite | No | No | |||||||
| Texas | STAAR with Spanish version | Math, Reading, (3-8), Writing (4,7), Science (5,8), Spanish version (3-5) | No | No | X | |||||
| STAAR EoC | EoC: English I, Reading, Writing, Algebra I, Biology | No | No | |||||||
| Utah | SAGE | Reading, ELA, Math, Science (3-11) | No | No | X | |||||
| Vermont | Smarter Balanced | ELA, Math (3-8, 11) | No | No | X | |||||
| VT SA | Science (5, 8, 11) | No | No | |||||||
| Virginia | SOL | Reading, Math (3-8), Science (5,8), Writing (8) | No | Yes | Yes | |||||
| EoC SOL Test | EoC: Reading, Writing, Algebra I-II, Geometry, Biology, Earth Science, Chemistry | Yes | Yes | |||||||
| Washington | Smarter Balanced | ELA, Math (3-8, 11) | No | No | X | |||||
| WCAS | Science (5, 8, 11) | No | No | |||||||
| West Virginia | WVGSA | ELA/Literacy, Math (3-8) | No | No | X | |||||
| WVGSA Science | Science (5, 8, 11) | No | No | |||||||
| SAT School Day | Reading, Writing Math, Essay, Science (11) | No | No | |||||||
| Wisconsin | Wisconsin Forward | ELA, Math (3-8, 10), Science (4, 8, 10) | No | No | X | |||||
| ACT | English, Reading, Math, Writing (11) | No | No | |||||||
| Wyoming | WY-TOPP | Reading, Math (3-8,11), Science (4,8, 11) | No | No | X | |||||
| Total Regular States (N=50) | 2 | 1 | 0 | 0 | 0 | 47 | ||||
| Unique States | ||||||||||
| American Samoa | SBA | Reading (3, 5 7, 10), Math (3, 5, 7, 10) | No | No | X | |||||
| ACT | English, Reading, Math, Science (11, 12) | No | No | |||||||
| Bureau of Indian Education | Assessments by state | By State | No | No | X | |||||
| Commonwealth of Northern Mariana Islands | ACT ASPIRE | English, Writing, Reading, Math, Science (3-10) | No | No | X | |||||
| District of Columbia | PARCC | ELA, Math (3-8), HS: ELA I-II, Algebra I-II, Geometry, Integrated Math | No | No | X | |||||
| DC Next-Gen Science | Science (5, 8, HS) | No | No | |||||||
| Federated States of Micronesia | NMCT | Reading (6, 8, 10), Math (4, 6, 8, 10) | No | No | X | |||||
| Guam | SBA | Science (1-8), 9-12: Biology, Anatomy and Physiology, Chemistry, Physical Science, Algebra I-II, Geometry | No | No | X | |||||
| ACT ASPIRE | English, Math, Reading (3-10) | No | No | |||||||
| Palau | No Information | No | No | X | ||||||
| Puerto Rico | Academic Achievement Test | Spanish, English, Math (3-8, 11), Science (4,8,11) | No | No | X | |||||
| Republic of Marshall Islands | MISAT | English Reading, Marshallese Reading, Math, Science (3, 6, 8, 10, 12) | No | No | X | |||||
| U.S.Department of Defense Education Activity | No Title I Assessment | No | No | X | ||||||
| U.S. Virgin Islands | Smarter Balanced | ELA, Math (3-8, 11) | No | No | X | |||||
| Total Unique States (N=11) | 0 | 0 | 0 | 0 | 0 | 11 | ||||
| Total Regular and Unique States (N=61) | 2 | 1 | 0 | 0 | 0 | 58 | ||||
| Percent of All States | 3% | 2% | 0% | 0% | 0% | 95% | ||||
Table B-7. Disaggregated ELs in Special Education Data on General Assessments Not Used for Title I: Reading/English Language Arts, Math, and Science
| State | Test | Subject Areas/ Grade |
Partici- pation |
Perform- ance |
Reporting Summary by State | ||||
|---|---|---|---|---|---|---|---|---|---|
| All Used for Title I | Part. and Perf. All Tests | Part. and Perf. Some Tests | Perf. Only for Some or All Tests | No Publicly Reported Data Found | |||||
| Regular States | |||||||||
| Alabama | ACT College Readiness Test | English, Reading, Math, Science with Writing (11) | No | No | X | ||||
| Alaska | None | - | - | Yes | |||||
| Arizona | None | - | - | Yes | |||||
| Arkansas | None | - | - | Yes | |||||
| California | None | - | - | Yes | |||||
| Colorado | None | - | - | Yes | |||||
| Connecticut | None | - | - | Yes | |||||
| Delaware | None | - | - | Yes | |||||
| Florida | FSA EoC Assessments | EoC: Algebra I, Geometry, Biology I | No | No | X | ||||
| Georgia | None | - | - | Yes | |||||
| Hawaii | EoC | EoC: Algebra I-II | No | No | X | ||||
| Idaho | None | - | - | Yes | |||||
| Illinois | None | - | - | Yes | |||||
| Indiana | IREAD-3 | Reading (3) | No | No | X | ||||
| Iowa | None | - | - | Yes | |||||
| Kansas | None | - | - | Yes | |||||
| Kentucky | ACT | English, Reading, Math, Science (11) | No | No | X | ||||
| Louisiana | ACT | English, Reading, Math, Science (12) | No | No | X | ||||
| Maine | None | - | - | Yes | |||||
| Maryland | None | - | - | Yes | |||||
| Massachusetts | None | - | - | Yes | |||||
| Michigan | None | - | - | Yes | |||||
| Minnesota | None | - | - | Yes | |||||
| Mississippi | None | - | - | Yes | |||||
| Missouri | None | - | - | Yes | |||||
| Montana | None | - | - | Yes | |||||
| Nebraska | ACT | ELA, Math, Science (11) | No | No | X | ||||
| Nevada | ACT | Math, Reading, Science, Writing (11) | No | No | X | ||||
| New Hampshire | None | - | - | Yes | |||||
| New Jersey | None | - | - | Yes | |||||
| New Mexico | None | - | - | Yes | |||||
| New York | None | - | - | Yes | |||||
| North Carolina | ELA Reading Test | Reading (3) | No | No | X | ||||
| North Dakota | ACT Workkeys | Applied Math (11) | No | No | X | ||||
| Ohio | None | - | - | Yes | |||||
| Oklahoma | None | - | - | Yes | |||||
| Oregon | None | - | - | Yes | |||||
| Pennsylvania | None | - | - | Yes | |||||
| Rhode Island | None | - | - | Yes | |||||
| South Carolina | ACT Work Keys | Reading for Inform-ation, Applied Math (3rd yr HS) | No | No | X | ||||
| South Dakota | None | - | - | Yes | |||||
| Tennessee | None | - | - | Yes | |||||
| Texas | None | - | - | Yes | |||||
| Utah | K3 Reading Competency | Reading (K -3) | No | No | X | ||||
| Vermont | None | - | - | Yes | |||||
| Virginia | None | - | - | Yes | |||||
| Washington | None | - | - | Yes | |||||
| West Virginia | None | - | - | Yes | |||||
| Wisconsin | ACT Aspire | English, Reading, Math, Science, Writing (9,10) | No | No | X | ||||
| Wyoming | ACT or Workkeys | English, Math, Reading, Writing, Science (11,12) | No | No | X | ||||
| Total Regular States (N=50) | 36 | 0 | 0 | 0 | 14 | ||||
| Unique States | |||||||||
| American Samoa | None | - | - | Yes | |||||
| Bureau of Indian Education | Assessments by state | By state | - | - | No Info. | ||||
| Commonwealth of Northern Mariana Islands | None | - | - | Yes | |||||
| District of Columbia | None | - | - | Yes | |||||
| Federated States of Micronesia | None | - | - | Yes | |||||
| Guam | SBA | Reading, Math (1-2) | No | No | X | ||||
| Palau | No information | - | - | No Info. | |||||
| Puerto Rico | None | - | - | Yes | |||||
| Republic of Marshall Islands | None | - | - | Yes | |||||
| U.S.Depart-ment of Defense Education Activity | CCRS Summative Assessment | ELA (6-8, 10), Math (3-6), EoC: Algebra I-II, Geometry | No | No | X | ||||
| PSAT 8-9, PSAT/NMSQT | Reading, Writing/ Language, Math (8-9, 10, 11) | No | No | ||||||
| U.S. Virgin Islands | None | - | - | Yes | |||||
| Total Unique States (N=11) | 9 | 0 | 0 | 0 | 2 | ||||
| Total Regular and Unique States (N=61) | 45 | 0 | 0 | 0 | 16 | ||||
| Percent of All States | 74% | 0% | 0% | 0% | 26% | ||||
Table B-8. Disaggregated ELs in Special Education Data for General Assessments: Other Content Assessments
| State | Test | Subject Areas/ Grade |
Partici- pation |
Perform- ance |
Reporting Summary By State | ||||
|---|---|---|---|---|---|---|---|---|---|
| All Used for Title I | Part. and Perf. All Tests | Part. and Perf. Some Tests | Perf. Only for Some or All Tests | No Publicly Reported Data Found | |||||
| Regular States | |||||||||
| Alabama | None | - | - | Yes | |||||
| Alaska | None | - | - | Yes | |||||
| Arizona | None | - | - | Yes | |||||
| Arkansas | None | - | - | Yes | |||||
| California | CAASPP (Spanish STS) | Spanish ELA (2-11) | Yes | Yes | Yes | ||||
| Colorado | CLAS | Spanish ELA (3, 4) | No | No | X | ||||
| Connecticut | None | - | - | Yes | |||||
| Delaware | SAT School Day | Social Studies (HS) | No | No | X | ||||
| Florida | FSA EoC Assessments | EoC: U.S. History, or Civics | No | No | X | ||||
| Georgia | Georgia Milestones | Social Studies (5, 8, HS), EoC: US History / Economics | No | No | X | ||||
| Hawaii | None | - | - | Yes | |||||
| Idaho | None | - | - | Yes | |||||
| Illinois | None | - | - | Yes | |||||
| Indiana | ISTEP+ | Social Studies (5, 7) | No | No | X | ||||
| Iowa | None | - | - | Yes | |||||
| Kansas | None | - | - | Yes | |||||
| Kentucky | K-PREP and EoC | Social Studies (5, 8), EoC: History | No | No | X | ||||
| Louisiana | None | - | - | Yes | |||||
| Maine | None | - | - | Yes | |||||
| Maryland | HSA | EoC: Data Analysis, Government | No | No | X | ||||
| Massachusetts | None | - | - | Yes | |||||
| Michigan | M-Step | Social Studies (5, 8, 11) | No | No | X | ||||
| Minnesota | None | - | - | Yes | |||||
| Mississippi | SATP2 | EoC: US History | No | No | X | ||||
| Missouri | EoC Assessments | EoC: American History, Government | No | No | X | ||||
| Montana | None | - | - | Yes | |||||
| Nebraska | None | - | - | Yes | |||||
| Nevada | None | - | - | Yes | |||||
| New Hampshire | None | - | - | Yes | |||||
| New Jersey | None | - | - | Yes | |||||
| New Mexico | None | - | - | Yes | |||||
| New York | RCTs | EoC: US History and Government, Global History and Geography | No | No | X | ||||
| North Carolina | None | - | - | Yes | |||||
| North Dakota | ACT Workkeys | Graphic Literacy, Work-place Docu-ments (11) | No | No | X | ||||
| Ohio | Ohio State Tests | Social Studies (4, 6) | No | No | X | ||||
| Ohio EoC Exams | EoC: American History, American Government | No | No | ||||||
| Oklahoma | High School OSTP | US History (11) | No | No | X | ||||
| Oregon | OAKS Online | Social Studies (5, 8, 11) | No | No | X | ||||
| Pennsylvania | None | - | - | Yes | |||||
| Rhode Island | None | - | - | Yes | |||||
| South Carolina | ACT Work Keys | Locating Informa-tion (3rd yr HS) | No | No | X | ||||
| SCPASS | Social Studies (4, 8) | No | No | ||||||
| EoCEP | EoC: US History and the Constitution | No | No | ||||||
| South Dakota | None | - | - | Yes | |||||
| Tennessee | EoC | EoC: US History, Geography | No | No | X | ||||
| TCAP | Social Studies (6, 8) | No | No | ||||||
| Texas | STAAR | Social Studies (8) | No | No | X | ||||
| STAAR EoC, | EoC: US History | No | No | ||||||
| Utah | None | - | - | Yes | |||||
| Vermont | None | - | - | Yes | |||||
| Virginia | EoC SOL Test | EoC: Virginia and US History, World Geography, World History I-II | Yes | Yes | Yes | ||||
| Content Specific SOL History Test | Upper elementary or middle school: Virginia Studies, Civics and Economics | Yes | Yes | ||||||
| Washington | None | - | - | Yes | |||||
| West Virginia | None | - | - | Yes | |||||
| Wisconsin | ACT Aspire | English, Reading, Math, Science, Writing (9,10) | No | No | X | ||||
| Wisconsin Forward | Social Studies (4, 8, 10) | No | No | ||||||
| Wyoming | None | - | - | Yes | |||||
| Total Regular States (N=50) | 29 | 2 | 0 | 0 | 19 | ||||
| Unique States | |||||||||
| American Samoa | None | - | - | Yes | |||||
| Bureau of Indian Education | Assessments by state | By state | - | - | No info. | ||||
| Commonwealth of Northern Mariana Islands | SBA | Chamorro and Carolinian Language Heritage Studies (4, 6, 8, 9 to 12) | No | No | X | ||||
| EoC | EoC: NMI History | No | No | ||||||
| District of Columbia | None | - | - | Yes | |||||
| Federated States of Micronesia | None | - | - | Yes | |||||
| Guam | None | - | - | Yes | |||||
| Palau | No information | - | - | No Info. | |||||
| Puerto Rico | None | - | - | Yes | |||||
| Republic of Marshall Islands | MISAT | Social Studies (8) | No | No | X | ||||
| U.S.Depart-ment of Defense Education Activity | None | - | - | Yes | |||||
| U.S. Virgin Islands | None | - | - | Yes | |||||
| Total Unique States (N=11) | 9 | 0 | 0 | 0 | 2 | ||||
| Total Regular and Unique States (N=61) | 38 | 2 | 0 | 0 | 21 | ||||
| Percent of All States | 63% | 3% | 0% | 0% | 34% | ||||
Table B-9. Disaggregated ELs in Special Education Data for AA-AAAS: Reading/ELA, Math, and Science
| State | Test | Subject Areas/Grade | 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 Publicly Reported Data Found | |||||
| Regular States | ||||||||
| Alabama | Alabama Alternate Assessment | Reading, Math (3-8, 10), Science (5, 7, 10) | No | No | X | |||
| Alaska | DLM | ELA and Math (3-10), Science (4, 8, 10) | Yes | Yes | Yes | |||
| Arizona | MSAA, AIMS-A Science | ELA, Math (3-8, 11), Science (4, 8, 10) | No | No | X | |||
| Arkansas | MSAA | ELA, Math (3-8, 11) | No | No | X | |||
| AAPA | Science (5, 7, 10) | No | No | |||||
| California | CAA | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||
| CAA Science | Science (5, 8, once in HS, field testing) | No | No | |||||
| Colorado | CoAlt | ELA, Math (3-11) | Yes | Yes | Yes | |||
| CoAlt Science | Science (5, 8, HS) | Yes | Yes | |||||
| Connecticut | CTAA | ELA, Math (3-8, 11) | No | No | X | |||
| CTAS | Science (5, 8, 11, field testing) | No | No | |||||
| Delaware | DeSSA-Alt | Reading, Math (3-8, 11), Science (5, 8, 10, 11) | No | No | X | |||
| Florida | FSAA with Datafolio Tier | ELA (3-10), Math (3-8), Science (3, 5, 8), EoC: Algebra I, Geometry, Biology | No | No | X | |||
| Georgia | Alternate Assessment | ELA, Math (K, 3-8, HS), Science (5, 8, HS) | No | No | X | |||
| Hawaii | HSA – Alt | ELA, Math (3-8, 11), Science (4, 8, 11) | No | No | X | |||
| Idaho | IDAA | ELA, Math (3-8, HS), Science (5, 7, 10) | No | No | X | |||
| Illinois | DLM | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||
| DLM Science | Science (5, 8, 11) | No | No | |||||
| Indiana | ISTAR | ELA, Math (3-8, 10), Science (4, 7) | No | No | X | |||
| Iowa | IAA | Reading, Math (3-8, 11) | No | No | X | |||
| IAA Science | Science (5, 8, 11) | No | No | |||||
| Kansas | DLM | Reading, Math (3-8, 10, 11), Science (5, 8, 11) | No | No | X | |||
| Kentucky | Alternate K-PREP | Reading (3-9), Math (3-8,10), Writing (4,5,6, 8,10,11), Science (4,7,11) | No | No | X | |||
| Louisiana | LEAP Connect | Reading, Math (3-11), Science (4, 8, 11) | No | No | X | |||
| Maine | MSAA, PAAP Science | ELA/Literacy, Math (3-8, HS), Science (5, 8, HS) | No | No | X | |||
| Maryland | ALT-MSA | Reading, Math (3-8, 10), Science (5,8,10) | No | No | X | |||
| Massachusetts | MCAS-Alt | ELA, Math (3-8, 10), Science and Technology/ Engineering (5,8,9 or 10) | No | No | X | |||
| Michigan | MI-Access Functional Independence | ELA, Math (3-8, 11), Science (4, 7, 11) | No | No | X | |||
| MI-Access Supported Independence | ELA, Math (3-8, 11), Science (4, 7 11) | No | No | |||||
| MI-Access Participation | ELA, Math (3-8, 11), Science (4, 7, 11) | No | No | |||||
| Minnesota | MTAS III | Reading, Math (3-8, HS), Science (5, 8, HS) | Yes | Yes | Yes | |||
| Mississippi | DLM | ELA, Math (3-8, HS), Science (5,8, HS) | No | No | X | |||
| Missouri | MAPA | ELA (3 to 8, 11), Math (3-8, 10), Science (5, 8, 11) | No | No | X | |||
| Montana | MSAA | ELA, Math (3-8, 10) | No | No | X | |||
| CRT Alternate | Science (4, 8, 10) | No | No | |||||
| Nebraska | NESA-M and NESA-AAM | ELA, Math (3-8, 11), Science (5,8,11) | No | No | X | |||
| Nevada | NAA | ELA, Math (3-8, 11), Science (5, 8, 11) | Yes | Yes | Yes | |||
| New Hampshire | DLM | Reading, Math (3-8, 11), Science (5, 8, 11) | No | No | X | |||
| New Jersey | DLM | ELA, Math (3-8, 11) | Yes | Yes | Yes | |||
| APA | Science (5, 8, 11) | No | No | |||||
| New Mexico | NMAPA | ELA, Math (3-8, 11), Science (4, 7, HS) | No | No | X | |||
| New York | NYSAA | ELA, Math (3-8, HS), Science (4,8, HS) | No | No | X | |||
| North Carolina | NCEXTEND1 | Reading, Math (3-8), Science (5,8), 10: Math I, Biology, English II | Yes | Yes | Yes | |||
| North Dakota | DLM | Reading/Language Arts, Math (3-8, HS) | No | No | X | |||
| NDAA Science | Science (4, 8, 11) | No | No | |||||
| Ohio | AASCD | ELA, Math (3-8), Science (5,8) | No | No | X | |||
| OGT-HS-AASCD | ELA, Math, Science (HS) | No | No | |||||
| Oklahoma | OAAP | ELA, Math (3-8, HS), Science (5, 8) | No | No | X | |||
| Oregon | OAKS Extended | Reading, Math (3-8, 11), Science (5,8,11) | No | No | X | |||
| Pennsylvania | PASA | Reading, Math, Science (3-8, 11) | No | No | X | |||
| Rhode Island | DLM | ELA, Math (3-8, 11), Science (5, 8, 11) | No | No | X | |||
| South Carolina | SC-ALT | Science (4-8, 11), HS: Biology I, English I, Algebra I | No | No | X | |||
| NCSC | ELA, Math (3-8, 11) | No | No | |||||
| South Dakota | MSAA | ELA, Math (3-8, 11) | No | No | X | |||
| SDSA-Alt | Science (5, 8, 11) | No | No | |||||
| Tennessee | MSAA | ELA, Math (3-8, 11) | No | No | X | |||
| TCAP-Alt | Science (3-8), Biology (10) | No | No | |||||
| Texas | STAARALT 2 | Math, Reading (3-8), Writing (4,7), Science (5,8) | Yes | Yes | Yes | |||
| STAARALT2 EoC | EoC: English I-II, Algebra I, Biology | Yes | Yes | |||||
| Utah | DLM | ELA, Math (3-11) | No | No | X | |||
| UAA | Science (4-11) | No | No | |||||
| Vermont | DLM | ELA, Math (3-11) | No | No | X | |||
| VTAAP | Science (4, 8, 11) | No | No | |||||
| Virginia | VAAP | Reading, Math, Science, Writing (3-8, HS) | Yes | Yes | Yes | |||
| Washington | WA-AIM | ELA, Math (3-8, 11), Science (5, 8, 11) | No | No | X | |||
| West Virginia | WVASA – DLM | Reading, Math (3-8, HS) | No | No | X | |||
| WVASA Science | Science (5, 8, 11) | No | No | |||||
| Wisconsin | DLM | ELA, Math (3-11), Science (4, 8, 9-11) | No | No | X | |||
| Wyoming | WY-ALT | ELA, Math (3-8, HS), Science (4, 8, 9 to 11) | No | No | X | |||
| Total Regular States (N=50) | 7 | 3 | 0 | 40 | ||||
| Unique States | ||||||||
| American Samoa | Alternate Assessment | Reading, Math (3-8, 10) | No | No | X | |||
| Bureau of Indian Education | Alternates by State | By state | No | No | X | |||
| Common-wealth of Northern Mariana Islands | MSAA | ELA, Math (3-8, 11) | No | No | X | |||
| District of Columbia | MSAA | ELA, Math (3-8, HS) | No | No | X | |||
| DC Science Alternate | Science (5, 8, HS) | No | No | |||||
| Federated States of Micronesia | No Title I assessment | - | - | X | ||||
| Guam | NCSC and DoE Alternate | ELA, Math (3-8, 11) and DoE Alternate in ELA and Math (1,2, 9, 10) | No | No | X | |||
| Palau | No Information | X | ||||||
| Puerto Rico | Puerto Rico Alternate Assessment | Spanish, English, Math (3-8, 11), Science (4,8,11) | No | No | X | |||
| Republic of Marshall Islands | No Title I alternate assessment | - | - | X | ||||
| U.S. Department of Defense Education Activity | No Title I alternate assessment | Reading/Language Arts, Math, Science (3-12) These not used for Title I | - | - | X | |||
| U.S. Virgin Islands | MSAA | ELA, Math (3-8, 11) | No | No | X | |||
| Total Unique States (N=11) | 0 | 0 | 0 | 11 | ||||
| Total Regular and Unique States (N=61) | 7 | 3 | 0 | 51 | ||||
| Percent of All States (Note: 101% due to rounding) | 12% | 5% | 0% | 84% | ||||
Table B-10 Disaggregated ELs in Special Education Data for AA-AAS: Other Content Areas
| State | Test | Subject Areas/Grades | 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 Publicly Reported Data Found | ||||||
| Regular States | |||||||||
| Colorado | CoAlt | Social Studies (4, 7) | Yes | Yes | Yes | ||||
| Florida | FSAA with Datafolio Tier | Social Studies (often 7th), EOC: Civics | Yes | Yes | Yes | ||||
| Georgia | Alternate Assessment | Social Studies (4, 8, HS) | No | No | X | ||||
| Indiana | ISTAR | Social Studies (4, 7) | No | No | X | ||||
| Kentucky | Alternate K-PREP | Social Studies (5, 8, 12) | No | No | X | ||||
| Ohio | HS-AASCD | Social Studies (HS) | No | No | X | ||||
| South Carolina | SC-ALT | Social Studies (5, 7), US History and the Constitution | No | No | X | ||||
| Texas | STAARALT2, EoC | Social Studies (8), EoC: US History | Yes | Yes | Yes | ||||
| Total Regular States (N=8) | 3 | 0 | 0 | 5 | |||||
| Unique States | |||||||||
| US Department of Defense Education Activity | Not used for Title I | Social Studies (3-12) | No | No | X | ||||
| Total Unique States (N=1) | 0 | 0 | 0 | 1 | |||||
| Total Regular and Unique States (N=9) | 3 | 0 | 0 | 6 | |||||
| Percent of All States with Other Content | 33% | 0% | 0% | 67% | |||||
Table B-11. 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, 2017-2018
| 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 |
| Total Regular States with GLAS (N=1) | 1 | 1 | 0 | 0 | |||
| Percent | 100% | 100% | 0% | 0% | |||
1State reports these data merged with other performance data.
Table B-12. Participation Data Reported On General Assessments
Note: M indicates state general assessment data was merged with AA-AAAS data.
| State | Number Enrolled/Eligible to be Tested |
Number Students Tested |
Number Students Not Tested |
Percent Participating 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 | - | X | - | - | - | - | - | - | |
| California | X | X | - | - | - | X | - | - | |
| Colorado | - | - | - | X | - | X | - | - | |
| Connecticut | X | X | - | X | - | X | - | - | |
| Delaware | X | X | - | X | - | - | - | - | |
| Florida | M | X | - | X | - | - | - | - | |
| Georgia | X | X | - | X | - | - | - | - | |
| Hawaii | - | - | - | - | - | - | - | - | |
| Idaho | - | - | - | X | - | - | - | - | |
| Illinois | - | X | - | X | - | - | - | - | |
| Indiana | - | X | - | - | - | - | - | - | |
| Iowa | - | X | - | - | - | - | - | - | |
| Kansas | M | M | - | M | M | - | - | - | |
| Kentucky | - | X | - | - | - | - | - | - | |
| Louisiana | - | X | - | X | X | - | - | - | |
| Maine | M | - | - | M | - | M | - | - | |
| Maryland | - | X | - | - | - | - | - | - | |
| Massachusetts | X | X | - | X | - | - | - | - | |
| Michigan | X | X | - | - | - | - | - | - | |
| Minnesota | - | X | - | X | - | - | - | - | |
| Mississippi | - | - | - | X | - | - | - | - | |
| Missouri | - | - | - | - | - | - | - | - | |
| Montana | - | - | - | X | X | - | - | - | |
| Nebraska | - | - | - | - | X | - | X | - | |
| Nevada | X | X | - | - | - | - | - | - | |
| New Hampshire | - | X | - | X | - | - | - | - | |
| New Jersey | - | - | - | - | - | X | - | - | |
| New Mexico | - | X | - | - | - | - | - | - | |
| New York | - | X | - | - | - | - | - | - | |
| North Carolina | X | X | X | X | X | X | X | X | |
| North Dakota | X | - | - | X | - | - | - | - | |
| Ohio | - | X | - | - | - | - | - | - | |
| Oklahoma | - | - | - | - | - | - | - | - | |
| Oregon | - | X | - | X | - | - | - | - | |
| Pennsylvania | - | - | - | - | - | - | - | - | |
| Rhode Island | - | X | - | X | - | - | - | - | |
| South Carolina | - | X | - | - | - | - | - | - | |
| South Dakota | - | - | - | - | - | - | - | - | |
| Tennessee | - | - | - | - | - | X | - | - | |
| Texas | - | X | - | - | - | - | - | - | |
| Utah | - | - | - | - | - | - | - | - | |
| Vermont | - | X | - | - | - | - | - | - | |
| Virginia | - | X | - | X | X | - | - | - | |
| Washington | X | - | X | - | X | - | X | X | |
| West Virginia | X | X | - | X | - | - | - | X | |
| Wisconsin | X | - | X | - | X | - | - | - | |
| Wyoming | - | X | - | X | - | - | - | - | |
| Total Regular States (N=50) | 16 | 31 | 3 | 24 | 8 | 7 | 3 | 3 | |
| Unique States | |||||||||
| American Samoa | - | - | - | - | - | - | - | - | |
| Bureau of Indian Education | - | - | - | - | - | - | - | - | |
| Commonwealth of Northern Marianna Islands | - | - | - | - | - | - | - | - | |
| District of Columbia | - | X | - | - | - | - | - | - | |
| Federated States of Micronesia | - | - | - | - | - | - | - | - | |
| Guam | X | X | - | - | - | X | - | - | |
| Palau | - | - | - | - | - | - | - | - | |
| Puerto Rico | - | - | - | - | - | - | - | - | |
| Republic of Marshall Islands | - | - | - | - | - | - | - | - | |
| U.S. Department of Defense Education Activity | - | - | - | - | - | - | - | - | |
| U.S. Virgin Islands | - | - | - | - | - | - | - | - | |
| Total Unique States (N=11) | 1 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | |
| Total All Regular and Unique States (N=61) | 17 | 33 | 3 | 24 | 8 | 8 | 3 | 3 | |
Table B-13. Participation Data Reported On AA-AAAS
Note: M indicates state AA-AAAS data was merged with general assessment data.
| State | Number Enrolled/ Eligible to be Tested | Number of Students Tested | Number Students Not Tested | Percent Participating 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 | - | M | - | - | - | - | - | - |
| Arkansas | - | X | - | - | - | - | - | - |
| California | X | X | - | - | - | X | - | - |
| Colorado | - | - | - | X | - | X | - | - |
| Connecticut | X | X | X | X | - | - | - | - |
| Delaware | X | X | - | X | - | - | - | - |
| Florida | M | X | - | X | - | - | - | - |
| Georgia | - | - | - | - | - | - | - | - |
| Hawaii | - | - | - | - | - | - | - | - |
| Idaho | - | - | - | - | - | - | - | - |
| Illinois | - | X | - | X | - | - | - | - |
| Indiana | - | - | - | - | - | - | - | - |
| Iowa | - | - | - | - | - | - | - | - |
| Kansas | M | M | - | M | M | - | - | - |
| Kentucky | - | X | - | - | - | - | - | - |
| Louisiana | - | X | - | - | - | - | - | - |
| Maine | M | - | - | M | - | M | - | - |
| Maryland | - | - | - | - | - | - | - | - |
| Massachusetts | - | X | - | X | - | - | - | - |
| Michigan | X | X | - | - | - | - | - | - |
| Minnesota | X | - | - | X | - | X | - | - |
| Mississippi | - | X | - | - | - | - | - | - |
| Missouri | - | X | - | X | - | - | - | - |
| Montana | - | X | - | X | - | - | - | - |
| Nebraska | - | - | - | - | - | - | - | - |
| Nevada | X | X | - | - | - | - | - | - |
| New Hampshire | M | - | - | M | - | - | - | - |
| New Jersey | - | - | - | - | - | X | - | - |
| New Mexico | - | M | - | - | - | - | - | - |
| New York | - | X | - | - | - | - | - | - |
| North Carolina | X | X | X | X | - | - | X | X |
| North Dakota | X | - | - | X | - | - | - | - |
| Ohio | - | M | - | - | - | - | - | - |
| Oklahoma | - | - | - | - | - | - | - | - |
| Oregon | - | X | - | X | - | - | - | - |
| Pennsylvania | - | - | - | - | - | - | - | - |
| Rhode Island | X | - | - | X | - | - | - | - |
| South Carolina | - | - | - | - | - | - | - | - |
| South Dakota | - | - | - | - | - | - | - | - |
| Tennessee | - | - | - | - | - | X | - | - |
| Texas | - | X | X | X | X | - | - | - |
| Utah | - | X | - | - | - | - | - | - |
| Vermont | - | - | - | - | - | - | - | - |
| Virginia | - | X | - | X | X | - | - | - |
| Washington | X | - | X | - | - | - | X | X |
| West Virginia | X | X | - | M | - | - | - | X |
| Wisconsin | X | - | X | - | X | - | - | - |
| Wyoming | - | X | - | X | - | - | - | - |
| Total Regular States (N=50) | 17 | 26 | 5 | 22 | 4 | 6 | 2 | 3 |
| Unique States | ||||||||
| American Samoa | - | - | - | - | - | - | - | - |
| Bureau of Indian Education | - | - | - | - | - | - | - | - |
| Commonwealth of Northern Marianna Islands | - | - | - | - | - | - | - | - |
| District of Columbia | - | - | - | - | - | - | - | - |
| Federated States of Micronesia | - | - | - | - | - | - | - | - |
| Guam | X | X | X | - | - | - | X | - |
| Palau | - | - | - | - | - | - | - | - |
| Puerto Rico | - | - | - | - | - | - | - | - |
| Republic of Marshall Islands | - | - | - | - | - | - | - | - |
| U.S. Department of Defense Education Activity | - | - | - | - | - | - | - | - |
| U.S. Virgin Islands | - | - | - | - | - | - | - | - |
| Total Unique States (N=11) | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 0 |
| Total All Regular and Unique States (N=61) | 18 | 27 | 6 | 22 | 4 | 6 | 3 | 3 |
Table B-14. State Abbreviation Key
| State Abbreviation |
State’s Full Name |
State Abbreviation |
State’s Full Name |
|---|---|---|---|
| AL | Alabama | MT | Montana |
| AK | Alaska | NE | Nebraska |
| AR | Arkansas | NV | Nevada |
| AZ | Arizona | NH | New Hampshire |
| CA | California | NJ | New Jersey |
| CO | Colorado | NM | New Mexico |
| CT | Connecticut | NY | New York |
| DE | Delaware | NC | North Carolina |
| DC | District of Columbia | ND | North Dakota |
| FL | Florida | OH | Ohio |
| GA | Georgia | OK | Oklahoma |
| HI | Hawaii | OR | Oregon |
| ID | Idaho | PA | Pennsylvania |
| IL | Illinois | RI | Rhode Island |
| IN | Indiana | 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 |
| MO | Missouri |
Table B-15. Performance Data Reported for General Assessments
Note: M indicates state merged general assessment data with AA-AAAS data.
| 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 | - | - | - | X | - |
| California | - | X | - | - | - | - | X | X |
| Colorado | X | - | - | - | - | - | X | X |
| Connecticut | X | - | - | X | - | X | X | X |
| Delaware | X | - | X | - | - | - | X | X |
| Florida | X | - | - | X | - | - | X | - |
| Georgia | X | - | - | - | - | - | X | - |
| Hawaii | X | - | - | - | - | - | - | - |
| Idaho | - | X | - | - | - | - | X | - |
| Illinois | X | - | - | - | - | - | X | - |
| Indiana | X | - | - | X | - | - | - | - |
| Iowa | X | - | - | - | - | - | - | - |
| Kansas | - | - | - | - | - | - | M | - |
| Kentucky | X | - | - | - | - | - | X | - |
| Louisiana | X | - | X | - | X | X | X | X |
| Maine | M | - | M | - | - | - | - | |
| Maryland | X | - | - | - | - | X | X | - |
| Massachusetts | X | - | X | - | - | - | X | X |
| Michigan | X | - | - | X | X | X | X | X |
| Minnesota | X | - | - | X | - | X | X | - |
| Mississippi | M | - | - | - | - | - | M | - |
| Missouri | X | - | - | - | - | - | - | - |
| Montana | - | M | - | - | - | - | M | - |
| Nebraska | - | X | - | - | - | - | X | X |
| Nevada | X | - | - | - | - | - | X | X |
| New Hampshire | M | - | M | - | - | - | M | M |
| New Jersey | X | - | - | - | - | - | X | X |
| New Mexico | M | - | - | - | - | - | - | - |
| New York | X | - | - | - | - | X | X | X |
| North Carolina | X | - | - | X | - | - | X | X |
| North Dakota | - | X | - | - | - | - | X | X |
| Ohio | M | - | - | - | - | - | - | - |
| Oklahoma | - | - | - | - | - | - | - | - |
| Oregon | X | - | - | X | - | X | X | - |
| Pennsylvania | - | - | - | - | - | - | - | - |
| Rhode Island | X | - | - | - | - | - | - | X |
| South Carolina | X | - | X | - | - | - | X | X |
| South Dakota | - | M | - | - | - | - | M | - |
| Tennessee | X | - | - | - | - | X | X | - |
| Texas | - | X | X | - | X | X | X | X |
| Utah | X | - | - | - | - | - | - | - |
| Vermont | X | - | - | - | - | - | - | X |
| Virginia | X | - | X | X | X | X | X | - |
| Washington | X | - | X | X | X | X | X | - |
| West Virginia | X | - | X | - | - | - | X | - |
| Wisconsin | - | X | - | - | - | X | X | X |
| Wyoming | X | - | X | - | - | - | X | - |
| Total Regular States (N=50) | 38 | 9 | 13 | 10 | 6 | 12 | 37 | 19 |
| Unique States | ||||||||
| American Samoa | - | - | - | - | - | - | - | - |
| Bureau of Indian Education | - | - | - | - | - | - | - | - |
| Commonwealth of Northern Marianna Islands | - | - | - | - | - | - | - | - |
| District of Columbia | X | - | - | - | - | X | X | - |
| Federated States of Micronesia | - | - | - | - | - | - | - | - |
| Guam | - | X | - | - | - | - | X | - |
| Palau | - | - | - | - | - | - | - | - |
| Puerto Rico | - | - | - | - | - | - | - | - |
| Republic of Marshall Islands | - | - | - | - | - | - | - | - |
| U.S. Department of Defense Education Activity | - | - | - | - | - | - | - | - |
| U.S. Virgin Islands | - | - | - | - | - | - | - | - |
| Total Unique States (N=11) | 1 | 1 | 0 | 0 | 0 | 1 | 2 | 0 |
| Total All Regular and Unique States (N=61) | 39 | 10 | 13 | 10 | 6 | 13 | 39 | 19 |
Table B-16. Performance Data Reported for AA-AAAS
Note: M indicates state merged AA-AAAS data with general assessment data.
| 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 | M | - | - | - | - | - | M |
| Arkansas | - | - | - | - | - | - | - |
| California | - | X | - | - | - | - | X |
| Colorado | X | - | - | - | - | - | X |
| Connecticut | - | X | - | - | - | X | X |
| Delaware | X | - | X | - | - | - | X |
| Florida | X | - | - | X | - | - | - |
| Georgia | X | - | - | - | - | - | X |
| Hawaii | - | - | - | - | - | - | - |
| Idaho | - | - | - | - | - | - | - |
| Illinois | - | X | - | - | - | - | X |
| Indiana | - | - | - | - | - | - | - |
| Iowa | - | - | - | - | - | - | - |
| Kansas | - | - | - | - | - | - | M |
| Kentucky | X | - | - | - | - | - | X |
| Louisiana | - | M | M | - | - | M | M |
| Maine | M | - | M | - | - | - | - |
| Maryland | - | - | - | - | - | - | - |
| Massachusetts | - | - | - | - | - | X | X |
| Michigan | X | - | - | X | X | X | X |
| Minnesota | X | - | - | X | - | X | X |
| Mississippi | M | - | - | - | - | - | M |
| Missouri | M | - | - | - | - | - | M |
| Montana | - | M | - | - | - | - | M |
| Nebraska | - | - | - | - | - | - | - |
| Nevada | X | - | - | - | - | - | X |
| New Hampshire | M | - | M | - | - | - | M |
| New Jersey | - | X | - | - | - | - | X |
| New Mexico | M | X | - | - | - | - | X |
| New York | X | - | - | - | - | X | X |
| North Carolina | X | - | - | X | - | - | X |
| North Dakota | - | X | - | - | - | - | X |
| Ohio | M | - | - | - | - | - | - |
| Oklahoma | - | - | - | - | - | - | - |
| Oregon | X | - | - | X | - | X | X |
| Pennsylvania | - | - | - | - | - | - | - |
| Rhode Island | X | - | - | - | - | - | X |
| South Carolina | - | - | - | - | - | - | - |
| South Dakota | - | M | - | - | - | - | M |
| Tennessee | X | - | - | - | - | X | X |
| 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 | - | X | - | - | - | X |
| Wisconsin | - | X | - | - | - | X | X |
| Wyoming | X | - | X | - | - | - | X |
| Total Regular States (N=50) | 26 | 12 | 10 | 9 | 5 | 12 | 34 |
| Unique States | |||||||
| American Samoa | - | - | - | - | - | - | - |
| Bureau of Indian Education | - | - | - | - | - | - | - |
| Commonwealth of Northern Marianna Islands | - | - | - | - | - | - | - |
| District of Columbia | - | - | - | - | - | - | - |
| Federated States of Micronesia | - | - | - | - | - | - | - |
| Guam | - | X | - | - | - | - | X |
| Palau | - | - | - | - | - | - | - |
| Puerto Rico | - | - | - | - | - | - | - |
| Republic of Marshall Islands | - | - | - | - | - | - | - |
| U.S. Department of Defense Education Activity | - | - | - | - | - | - | - |
| U.S. Virgin Islands | - | - | - | - | - | - | - |
| Total Unique States (N=11) | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total All General and Unique States (N=61) | 26 | 13 | 10 | 9 | 5 | 12 | 35 |
Table B-17. Public Reporting on Accommodations
| Regular States | Reported Number Receiving | Reported Performance | Total States with Participation or Performance | Participation and Performance Reported | Participation Only Reported | Performance Only Reported | No Publicly Reported Data Found |
|---|---|---|---|---|---|---|---|
| Alabama | Yes | Yes | 1 | 1 | - | - | - |
| Alaska | No | No | - | - | - | - | 1 |
| Arizona | No | No | - | - | - | - | 1 |
| Arkansas | No | No | - | - | - | - | 1 |
| California | No | No | - | - | - | - | 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 |
| Idaho | No | No | - | - | - | - | 1 |
| Iowa | No | No | - | - | - | - | 1 |
| Illinois | No | No | - | - | - | - | 1 |
| Indiana | No | No | - | - | -- | -- | 1 |
| Kansas | No | No | - | - | - | - | 1 |
| Kentucky | Yes | Yes | 1 | 1 | - | - | - |
| Louisiana | Yes | Yes | 1 | 1 | - | - | - |
| Maine | No | No | - | - | - | - | 1 |
| Maryland | No | No | - | - | - | - | 1 |
| Massachusetts | Yes | No | 1 | - | 1 | - | - |
| Michigan | No | No | - | - | - | - | 1 |
| Minnesota | No | No | - | - | - | - | 1 |
| Mississippi | No | No | - | - | - | - | 1 |
| Missouri | No | No | - | - | - | - | 1 |
| Montana | No | No | - | - | - | - | 1 |
| Nebraska | No | No | - | - | - | - | 1 |
| Nevada | Yes | Yes | 1 | 1 | - | - | |
| New Hampshire | No | No | - | - | - | - | 1 |
| New Jersey | No | No | - | - | - | - | 1 |
| New Mexico | No | No | - | - | - | - | 1 |
| New York | No | No | - | - | - | - | 1 |
| North Carolina | Yes | Yes | 1 | 1 | - | - | - |
| North Dakota | Yes | Yes | 1 | 1 | - | - | - |
| Ohio | No | No | - | - | - | - | 1 |
| Oklahoma | No | No | - | - | - | - | 1 |
| Oregon | Yes | Yes | 1 | 1 | - | - | |
| Pennsylvania | No | No | - | - | - | - | 1 |
| Rhode Island | No | No | - | - | - | - | 1 |
| South Carolina | No | No | - | - | - | - | 1 |
| South Dakota | No | No | - | - | - | - | 1 |
| Tennessee | No | No | - | - | - | - | 1 |
| Texas | No | No | - | - | - | - | 1 |
| Utah | No | No | - | - | - | - | 1 |
| Vermont | No | No | - | - | - | - | 1 |
| Virginia | No | No | - | - | - | - | 1 |
| Washington | No | No | - | - | - | - | 1 |
| West Virginia | Yes | No | 1 | - | 1 | - | - |
| Wisconsin | No | No | - | - | - | - | 1 |
| Wyoming | No | No | - | - | - | - | 1 |
| Total Regular States | 10 | 8 | 10 | 8 | 2 | 0 | 40 |
| Unique States | |||||||
| 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 | Yes | Yes | 1 | 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 | - | - | - | - | 1 |
| Total Unique States | 1 | 1 | 1 | 1 | 0 | 0 | 10 |
| Total States | 11 | 9 | 11 | 9 | 2 | 0 | 50 |
Table B-18. English Language Proficiency Assessment Reporting Summary
| State | Regular ELP Assessment Used (K-12) | Reported ELP Assessment Data for ELs | Reported ELP Assmt. Participation for ELs |
Reported ELP Assmt. Perform-ance for ELs | Reported ELP Assmt. Participation for ELs with Disabilities | Reported ELP Assmt. Perform-ance for ELs with Disabilities | Reported Alternate ELP Assmt. Data for ELs with Disabilities | Reported Alternate ELP Assmt. Partici-pation | Reported Alternate ELP Assmt. Perform-ance |
|---|---|---|---|---|---|---|---|---|---|
| Alabama | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Alaska | ACCESS for ELLs | Yes | Yes | Yes | Yes | - | - | - | - |
| Arizona | AZELLA | Yes | Yes | Yes | Yes | Yes | - | - | - |
| Arkansas | ELPA21 | - | - | - | - | - | - | - | - |
| California | CELDT | Yes | - | Yes | - | - | - | - | - |
| Colorado | ACCESS for ELLs | Yes | - | Yes | - | - | - | - | - |
| Connecticut | LAS Links | Yes | Yes | Yes | Yes | Yes | - | - | - |
| Delaware | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Florida | ACCESS for ELLs | Yes | Yes | Yes | - | - | Yes | Yes | Yes |
| Georgia | ACCESS for ELLs | Yes | Yes | Yes | - | - | - | - | - |
| Hawaii | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Idaho | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Illinois | ACCESS for ELLs | Yes | Yes | Yes | - | - | - | - | - |
| Indiana | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Iowa | ELPA-21 | - | - | - | - | - | - | - | - |
| Kansas | KELPA | - | - | - | - | - | - | - | - |
| Kentucky | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Louisiana | ELPT | Yes | Yes | Yes | - | - | - | - | - |
| Maine | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Maryland | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Massachusetts | ACCESS for ELLs | Yes | Yes | Yes | - | - | Yes | Yes | Yes |
| Michigan | ACCESS for ELLs | Yes | Yes | Yes | Yes | Yes | - | - | - |
| Minnesota | ACCESS for ELLs | Yes | Yes | Yes | Yes | Yes | - | - | - |
| Mississippi | LAS Links Assessment | - | - | - | - | - | - | - | - |
| Missouri | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Montana | ACCESS for ELLs | Yes | Yes | - | - | - | Yes | Yes | - |
| Nebraska | ELPA21 | - | - | - | - | - | - | - | - |
| Nevada | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| New Hampshire | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| New Jersey | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| New Mexico | ACCESS for ELLs | Yes | - | Yes | - | - | Yes | - | Yes |
| New York | NYSESLAT | - | - | - | - | - | - | - | - |
| North Carolina | ACCESS for ELLs | Yes | - | Yes | - | Yes | - | - | - |
| North Dakota | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Ohio | OELPA | - | - | - | - | - | - | - | - |
| Oklahoma | ACCESS for ELLs | - | - | - | - | - | - | ||
| Oregon | ELPA 21 | - | - | - | - | - | - | - | - |
| Pennsylvania | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Rhode Island | ACCESS for ELLs | Yes | Yes | Yes | Yes | - | Yes | Yes | Yes |
| South Carolina | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| South Dakota | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Tennessee | ACCESS for ELLs | Yes | - | Yes | - | - | - | - | - |
| Texas | TELPAS | Yes | Yes | Yes | Yes | Yes | - | - | - |
| Utah | ACCESS for ELLs | Yes | - | Yes | - | - | - | - | - |
| Vermont | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Virginia | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Washington | ELPA 21 | - | - | - | - | - | - | - | - |
| West Virginia | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Wisconsin | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Wyoming | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| District of Columbia | ACCESS for ELLs | - | - | - | - | - | - | - | - |
| Total States (of 51) | 19 | 13 | 18 | 7 | 6 | 5 | 4 | 4 |