2012-13 Publicly Reported Assessment Results for Students with Disabilities and Ells with Disabilities

Technical Report 70

2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities

NATIONAL C E N T E R O N EDUCATIONAL OUTCOMES

In collaboration with: Council of Chief State School Officers (CCSSO) National Association of State Directors of Special Education (NASDSE) Supported by: U.S. Office of Special Education Programs Technical Report 70

2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities

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

May 2015

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. N ATIONAL C E N T E R O N EDUCATIONAL OUTCOMES

The Center is supported through a Cooperative Agreement (#H326G110002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Develop- ment, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but does not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government.

Project Oficer: David Egnor

NCEO Core Staff Martha L. Thurlow, Director Michael L. Moore Deb A. Albus Rachel F. Quenemoen Laurene L. Christensen Christopher Rogers Linda Goldstone Vitaliy Shyyan Sheryl S. Lazarus Miong Vang Kristi K. Liu Yi-Chen Wu

National Center on Educational Outcomes University of Minnesota • 207 Pattee Hall 150 Pillsbury Dr. SE • Minneapolis, MN 55455 Phone 612/626-1530 • Fax 612/624-0879 http://www.nceo.info

The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.

This document is available in alternative formats upon request. Executive Summary

This is the sixteenth report by the National Center on Educational Outcomes (NCEO) that analyzes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) require states to disaggregate participation and performance data at the state level. The ESEA flexibility waivers that many states received also require states to report data on assessments used for Title I accountability for the “all students” group as well as for all of the subgroups, including special education, as long as the number of students in a subgroup is equal to or above the minimum reporting number defined by the state.

This report presents information on publicly reported participation and performance data for the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands).

For the 2012-13 school year, 52 of the 61 regular and unique states reported participation and performance data for students with disabilities for all general and alternate assessments based on alternate achievement standards (AA-AAS) that were used for Title I within the ESEA accountability system. Information about state assessments not used for Title I is also presented.

Information on public reporting for English Language Learners (ELLs) with disabilities is also included in this report. As in the previous year, only seven states reported both participation and performance for ELLs with disabilities for the general assessment. And again, more states (N=21) reported these same data for ELLs with disabilities on the AA-AAS.

A majority of states reported some participation and performance data by individual grade and test for students with disabilities, though a few only reported these data by merged grades or tests. Among regular and unique states for participation, 42 states reported number assessed and 38 states reported percent participating. For performance, 46 of the regular states and unique states reported student performance by achievement level, and 42 reported the percent proficient.

This report also includes an analysis of the ease of finding these publicly reported assessment data for students with disabilities on states’ department of education websites. This involved counting the number of mouse clicks that it took to arrive at public reports for students with disabilities on the general assessment and AA-AAS. For 34 of the regular states it took 3-4 clicks to arrive at the general assessment data; 5 or more clicks were required for 15 states. For AA-AAS data, 30 regular states required 3-4 clicks; 5 or more clicks were required for 17 states. Although states may make changes via waivers or other processes, the public reporting of data will continue to be an essential part of accountability systems. And, as states make transitions to new assessments based on College- and Career-Ready Standards, it will be important to continue to strive for clear reporting of student data. The following recommendations are offered to states for the public reporting of disaggregated data for students with disabilities:

1. Report participation and performance results for each assessment, content area, and grade level.

2. Clearly label preliminary and final data with dates posted.

3. Report participation with accommodations.

4. Report participation percentages, disaggregated by grade.

5. Make data accessible by attending carefully to the usability of formats, ease of finding information, and clarity of language.

6. Provide reports in a format that are user-friendly for the general public rather than relying on technical reports to be the sole type of public reporting for student data. Table of Contents

Executive Summary ...... iii Overview...... 1 Method...... 2 Results...... 3 How States Reported Participation and Performance Data...... 3 Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) Data for Students with Disabilities ...... 6 Assessment Data for English Language Learners with Disabilities ...... 7 Elementary School...... 14 Middle School ...... 15 Accommodations Data on Students with Disabilities...... 20 Summary and Conclusions...... 21 Extent of Public Reporting for Students with Disabilities...... 21 Extent of Public Reporting for ELLs with Disabilities...... 21 How Data Are Reported...... 22 Achievement Gaps...... 22 Ease of Finding Data on State Websites...... 23 Recommendations for Reporting...... 23 References...... 24 Appendix A: Material Used for the Verification Process...... 27 Appendix B: Data Tables ...... 31 Overview

Under the Individuals with Disabilities Education Act (IDEA) and the Elementary and Second- ary Education Act (ESEA), states receiving funding, including unique states, are required to report Reading, Mathematics, and Science assessment data used for Title I accountability to the federal government for all students and student subgroups. They are also to report these for the general public. Types of public reports found online include school “report cards,” state assessment reports, and customized reports on state education websites (Albus, Lazarus, & Thurlow, 2014). Additionally, the ESEA flexibility waivers that many states received require states to report on their report cards, for the “all students” group and for all of the subgroups, including special education (U.S. Department of Education, 2013).

The purpose of this report is to analyze the extent to which states report data for students with disabilities “to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,” as required by IDEA (Wiley, Thurlow, & Klein, 2005). It also describes how states report participation and performance data to the public, with additional analyses focusing on average performance gaps across years. The report also summarizes the extent that states report participation and performance for ELLs with disabilities and the ease of accessing public reporting reports.

The National Center on Educational Outcomes (NCEO) has been tracking and analyzing public reporting for the special education subgroup since 1997. In 2012-13, the total number of regular and unique states reporting disaggregated participation and performance data online for students with disabilities was 52 states (Albus et al., 2014). This showed an increase of 3 states over 49 reported in the previous year for 2011-12. Before that, the number had been 45, thus show- ing a steady increase in the number of states reporting these data over recent years, though the number in some previous years (2007-08, 2008-08, and 2010-11) were near 45 states(Albus & Thurlow, 2013; Albus, Thurlow, & Bremer, 2009; Thurlow, Bremer, & Albus, 2011). Prior to 2006-07, starting in 2002-03, this count of states ranged between 35 states and 39 states (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).

In 2011-12, the number of states that reported disaggregated participation and performance data for alternate assessments based on alternate achievement standards (AA-AAS) was 51 states. This was an increase from 48 states in 2010-11. The number reporting for the AA-AAS had been as low as 36 states in 2006-07 and 2007-08.

NCEO 1 Method

In January and February 2014, state department of education websites were searched for publicly available reports that disaggregated participation and performance data for students with disabilities for the 2012-13 school year (i.e., state assessment reports, state report cards, customized report generators, and other report formats).

States included in the search were the 50 “regular” states and the 11 “unique” states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Depart- ment of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). Partici- pation and performance data were collected, as well as information about how states reported those data. Data collection included all general and alternate assessments whether or not they were used for Title I, including those assessments designed for bilingual or English language learners (ELLs) that were either general or alternate assessments.

The information gathered about how states reported participation and performance data were then summarized into individual state summary tables for verification. Verification materials were sent to state assessment directors and state directors of special education in July 2014. Twenty-two regular states and no unique states responded to the verification requests. After the verification process was completed, the participation and performance data were analyzed as well as information on how states reported those data. Double checks of the data were completed for accuracy. See Appendix A for a sample email sent to the state directors and sample tables used in the verification process.

There are different types of assessments that states can give, each serving one or more purposes. For example, some are given for accountability, while others are for diploma or graduation purposes. Some assessments may serve dual purposes within a state. Although the data collected for this report included all state level administered assessments presented on state websites, this report focuses on how states publicly reported participation and performance data for students with disabilities on general assessments and AA-AAS. For this analysis the following terms are defined as follows.

General assessment: Any assessment intended for students without disabilities and most students with disabilities that is designed to measure content area performance for Title I accountability or for exit or diploma purposes. General assessments may include end-of-course assessments for states that have them.

Alternate assessment based on alternate achievement standards (AA-AAS): Any assessment intended for a very small percentage of students with disabilities who have the most significant cognitive disabilities to measure content area performance for Title I

2 NCEO accountability, or for exit or diploma purposes. AA-AAS may include end-of-course assessments for states that have them.

This report also provides additional information on alternates based on other achievement standards such as modified achievement standards and grade level achievement standards. Detailed information is not provided about these assessments in this report.

Changes in federal policies for reporting to the U.S. Department of Education, as well as our own criteria, which narrowed after 2004-05, likely affected the changes in the numbers of states reporting on the general and AA-AAS assessments. APR data were not counted as publicly reported data after 2004-05 because these data were not necessarily reported with the same frequency and detail as public reporting for all students (see Thurlow et al., 2008).

Results

Results are presented in five sections. The first section presents information about how participation and performance data for students with disabilities were reported by states for general and alternate assessments used for Title I accountabiity or not, and how these same data were reported for ELLs with disabilities. The second section describes the approaches states used to communicate participation data. The third section describes the approaches states used to report performance data for general assessments. The fourth section presents select general assessment performance data at the elementary, middle school, and high school levels for reading and mathematics, including information about average achievement gaps. The final section provides information about routes taken to locate data on state websites.

How States Reported Participation and Performance Data

General Assessment Data for Students with Disabilities

Figure 1 shows that 52 of the 61 states reported participation and performance for all general assessments used for Title I accountability for students with disabilities. Eighty-five percent of states reported participation and performance for all general assessments, 3% reported participation and performance for some general assessments, and 12% had no publicly reported data.

NCEO 3 Figure 1. Extent of Reporting of General Assessment Data for Students with Disabilities within ESEA [N=61]Figure 1. Extent of Reporting for Students with Disabilities on General Assessments Used for Title I [N=61]

12% Participation and Performance for 3% All Assessments (N=52)

Participation and Performance for Some Assessments (N=2)

No Publicly Reported Data (N=7)

85%

Figure 2 portrays the participation and performance reporting for the general assessment by state. This map shows that nearly all states had full reporting of participation and performance for students with disabilities on the general assessment used for Title I accountability systems. For details, see Table B-1 in Appendix B. Figure 2. States Reporting 2012-13 Disaggregated Participation or Performance Data for Students with Disabilities on General State Assessments in ESEA Accountability System* Figure 2. States Reporting 2012-13 Disaggregated Participation or Performance Data for Students with Disabilities on General State Assessments used for Title I Accountability

WA MT ND NH MN VT ME OR SD WI ID WY MI NY IA MA NE PA NV IL IN OH RI UT CO KS MO WV KY VA CT CA NJ OK TN NC DE AZ AR NM SC MD MS AL TX LA GA

HI Participation and Performance for All General Assessments (N=52)

Participation and Performance for Some General Assessments (N=2)

No Publicly Reported Data (N=7)

*Note: The figure does not include state APR data. A broad definition was used to determine whether a state reported data. States were included if they had any data reported for the assessment (regardless of whether it was across*Note: all grades,The figure by does grade not range, include or state for APRspecific data. Agrades). 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). States also reported participation and performance for students with disabilities on general assessments not used for Title I accountability. Figure 3 shows that of the 16 states that had general

4 6 NCEO

8 assessments not used for Title I, 6 states reported participation and performance data for all tests, 2 reported these data for some tests, and 8 states did not publicly report data. For 45 states, this was not applicable because all of their general assessments were used for Title I accountability.

Figure 3. Extent of Reporting of General Assessments Not Used for Title I [N=61]

10% Participation and Performance for All 3% General Assessments (N=6)

Participation and Performance for Some 13% General Assessments (N=2) No Publicly Reported Data (N=8)

74% Not Applicable- All General Assessments are Used for Title I (N=45)

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

Figure 4. States Reporting 2012-13 Disaggregated Participation or Performance Data for Students with Disabilities on General Assessments Not Used for Title I Accountability*

Participation and Performance for All General Assessments (N=6) Participation and Performance for Some General Assessments (N=2) No Publicly Reported Data for Students with Disabilities (N=8) NotApplicable–AllGeneralAssessmentsUsedforTitleI(N=45)

* Note: States were included if they had any data reported for the assessment (regardless of whether it was across grades, by grade range, or for speciﬁ c grades).

NCEO 5 Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) Data for Students with Disabilities

This section addresses the extent to which states reported participation and performance data for students with disabilities on alternate assessments based on alternate achievement standards (AA-AAS) used for Title I accountability. Figure 5 shows that 52 states reported data for the AA-AAS. This represents 85% of the states. Figure 5. Extent of Reporting of AA-AAS Data Within ESEA [N=61] Figure 5. Extent of Reporting for Students with Disabilities on AA-AAS Used for Title I [N=61]

15%

Participation and Performance for All AA‐AAS (N=52) No Publicly Reported Data (N=9)

85%

Figure 6 shows the states that reported participation and performance data for AA-AAS used for Title I accountability. The map shows that most states (N=52) publicly reported participation and performance for students with disabilities for these assessments. For details, see Table B-3 in Appendix. Figure 6. States Reporting 2012-13 Participation or Performance Data for Students with Disabilities on AA-AAS* Figure 6. States Reporting 2012-13 Participation or Performance Data for Students with Disabilities on AA-AAS* Used for Title I Accountability

WA MT ND NH MN VT ME OR SD WI ID WY MI NY IA MA NE PA NV IL IN OH RI UT CO KS MO WV KY CT VA NJ CA OK TN NC AR DE AZ NM MS AL SC MD TX LA GA

AK HI Participation and Performance for AA-AAS (N=52)

No Publicly Reported Data (N=9)

*Note:6 The figure does not include state APR data. A broad definition was used to determine whether a state NCEO had data. States were included if they had any data reported for the assessment (regardless of whether it was across grades, by grade ranges, or for specific grades).

Figure 6. States Reporting 2012-13 Participation or Performance Data for Students with Disabilities on AA-AAS* Used for Title I Accountability* (continued)

*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 grades, by grade ranges, or for specific grades).

Assessment Data for English Language Learners with Disabilities

This section presents information on how states reported participation and performance data for ELLs with disabilities. Like their peers, most ELLs with disabilities take general assessments; a small percentage take an AA-AAS.

Figure 7 shows that 49 states did not report participation or performance for ELLs with disabilities on general assessments used for Title I. Only seven states reported both participation and performance data for all general assessments. This represents 11% of the states.

Figure 7. Extent of States Reporting Data for ELLs with Disabilities on General Assessments UsedFigure for Title7. Extent I [N=61] of States Reporting Data for ELLs with Disabilities Within ESEA [N=61]

11% Participation and Performance All Tests (N=7) 5% 2% Participation and Performance Some Tests (N=3) 2% Participation Only for Some Tests (N=1)

Performance Only for All Tests (N=1) 80% No Publicly Reported Data (N=49)

Figure 8 shows the states reporting participation and performance data for ELLs with disabilities on general assessments used for Title I. This map shows that only a few states publicly reported participation and performance for ELLs with disabilities. For example, seven states reported participation and performance for all general assessments for ELLs with disabilities. For details, see Table B-4 in Appendix B.

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Figure 8. States Reporting 2012-13 Disaggregated Participation or Performance Data for ELLs with DisabilitiesFigure 8. States on General Reporting Assessments 2012-13 Disaggregated in ESEA Accountability Participation System or Performance Data for ELLs with Disabilities on General Assessments Used for Title I Accountability

WA MT ND NH MN VT ME OR SD WI ID WY MI NY IA MA NE PA NV IL IN OH RI UT CO KS MO WV KY CT VA NJ CA OK TN AR NC DE AZ NM MS AL SC MD TX LA GA

HI Participation and Performance for All General Assessments (N=7)

Participation and Performance for Some General Assessments (N=3)

Participation Only for Some General Assessments (N=1)

Performance Only for All Assessments (N=1)

No Publicly Reported Data (N=49)

For regular assessments not used for Title I, 16 states with these assessments did not report data for ELLs with disabilities. Only 1 state reported both participation and performance data for this population (see Table B-5 in Appendix B for more details).

Figure 9 shows that 21 states, or 34% of states, reported data for participation and performance on AA-AAS for ELLs with disabilities. Three states reported performance only, and 37 states did not publicly report data for ELLs with disabilities who may have participated in an AA-AAS.

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Figure 9. Extent of States Reporting for ELLs with Disabilities on AA-AAS Used for Title I [N=61]Figure 9. Extent of States Reporting AA-AAS Data for ELLs with Disabilities within ESEA [N=61]

34%

Participation and Performance for All AA‐AAS (N=21) Performance for All AA‐AAS (N=3)

No Publicly Reported Data (N=37) 61% 5%

Figure 10 shows the 21 states that reported participation and performance for ELLs with disabilities on the AA-AAS used for Title I. This map shows that the states that reported these data either reported both participation and performance or did not report any data. Only a few reported performance only for AA-AAS. For details, see Table B-6 in Appendix B.

Figure 10. States Reporting 2012-13 Disaggregated Participation or Performance Data for ELLs with Disabilities on AA-AAS Used for Title I Accountability

NCEO 9 22

Alternate Assessment Based on Modified Achievement Standards (AA-MAS) Data for Students with Disabilities and ELLs with Disabilities Alternate assessments based on modified achievement standards (AA-MAS) are an optional assessment used for Title I accountability that only some states offer. For students with disabilities, 12 of 13 states reported participation and performance data in 2012-13 for the grades in which they offered an AA-MAS (separately or merged with data for the regular assessment). For ELLs with disabilities, 5 states reported both participation and performance for all AA-MAS. For details, see Table B-7 in Appendix B.

Alternate Assessment Based on Grade Level Achievement Standards (AA-GLAS) Data for Students with Disabilities and ELLs with Disabilities

According to publicly available data, one state had an Alternate Assessment based on Grade Level Achievement Standards (AA-GLAS). That state reported participation and performance data for students with disabilities and for ELLs with disabilities. For details see Table B-8 in Appendix B.

Communicating Participation in 2012-13 States publicly reported participation rate data for students with disabilities in a variety of ways. Figure 11 shows that 39 of the regular and unique states reported these data. Seventeen reported by grade and test. Twenty-two states merged grades and tests when reporting the data. Sixteen states reported by grade but merged tests and another seven states reported by merging grades by test. Tests were merged in different ways by states (e.g., merging general and alternate assessments, merging general assessments, or both). Of the 39 states reporting these data, 21 states publicly reported data only one way, while others reported them in multiple ways. For additional details see Table B-9 in Appendix B. Figure 11. Number of States Using Selected Methods to Report Participation Rate Figure 11. Number of States Using Selected Methods to Report Participation Rate

By Grade and by Test 17

Merged Grades; By Test 7

By Grade; Merged Tests 16

Merged Grades and Tests 22

0 5 10 15 20 25 Number of States Reporting Rates (N=39)

10 NCEO

States reported participation data for general assessments in several different ways. Figure 12 shows the approaches taken by the 54 states (of the total of 61 regular and unique states) that reported participation data. Forty-two states publicly reported the number of students tested and 38 states reported the percent of students participating in general assessments used for Title I accountability. Only six states reported the percent of students with no scores; thirteen states presented the number of students with no scores. Figure 12 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). For additional details see Table

B-10Figure in Appendix 12. States B. Reporting For details Participation about AA-AAS by Student participations with Disabilities see Table for11 inGeneral Appendix Assessments B. in ESEA Accountability Systems in 2012-13 Figure 12. States Reporting Participation by Students with Disabilities for General Assessments in Title I Accountability Systems in 2012-13

Percent of Students with No Scores 6

Number of Students with No scores 13

Number of Students with Scores 10

Percent of Students not Tested 13

Percent Participating in Test 38

Number of Students Not Tested 12

Number of Students Tested 42

Number Enrolled/ Eligible to be Tested 27

0 10 20 30 40 50 Number of States (N=54)

Figure 13 shows the participation rates for grade 8 mathematics for those states with this information reported by grade and test. Of the 17 states that reported these data by grade and test, 10 states reported these data with denominators based on students with disabilities in grade 8. One of these states (Connecticut) had an alternate assessment based on modified achievement standards (AA-MAS) and reported these data in a different way. For example, Connecticut showed a lower rate for its general mathematics assessment because a percentage of its students with disabilities took an AA-MAS, and because the denominator Connecticut used in calculating the percentage included both students participating in the general assessment and the AA-MAS. See Table B-12 Appendix B for a detailed summary of how states reported AA-MAS participation rates.

NCEO 11

Figure 13. Percentages of Students with Disabilities Participating in Middle School General Figure 13. Percentages of Students with Disabilities Participating in Middle School General Math Math Assessments in Those States with Reported Participation Rates in 2012-13* Assessments in Those States with Reported Participation Rates1 in 2012-13*

97 98 98 95 98 98 99 98 100 89

80 60 60

0 AL AK CT* DE ME OH OR PA VA VI

*One*One state state included included in thisin this figure figure had had an an AA-MAS: AA-MAS: Connecticut. Connecticut. Connecticut’s Connecticut’s rate rate here here is islower lower because because it itwas was based on baseda denominator on a denominator that summed that summed participation participation for both for the both general the general and alternate and alternate assessments. assessments. A key for A keystate for abbreviations is stateprovided abbreviations in Table is B-13 provided in Appendix in Table B. B-13 in Appendix B.

General Assessment Performance Approaches for Students with Disabilities

Similar to the reporting practices for participation data, states reported performance in several different ways. Figure 14 shows that of 54 states, of the total 61 regular and unique states, that reported these data, 40 states reported some performance data by grade and test. Twenty-seven states reported performance by merging grades and merging tests. Twenty-three states reported data merging tests for one or more grades, and thirteen states did so merging grades for one or more tests. Of the states in Figure 14, 20 states publicly reported performance data only one way, while others reported it in multiple ways. For additional details see Table B-14 in Appendix B. Figure 14. Number of States Using Selected Methods to Report Performance Data Figure 14. Number of States Using Selected Methods to Report Performance Data

Merged Grades and Tests 27

Merged Tests for One or More 23 Grades Grades Merged for One or More 13 Tests Reported Some Data by Grade and 40 Test

0 20 40 60 Number of States (N=54)

12 NCEO 30

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, and scaled scores. Figure 15 shows that the most common way that states reported performance data was by percent in each achievement level (n=46). The next most frequent way was by percent proficient. 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). For additional details see Table B-15 in Appendix B. For details about AA-AAS performance see Table B-16 in the Appendix.

FigureFigure 15. 15. General General Assessments Assessments within within ESEA: ESEA: Number Number of ofStates States Reporting Reporting Performance Performance Categories Categoriesfor Students for Studentswith Disabilities with Disabilities in 2012-13 in 2012-13

Percentile Rank 1 Percent by Achievement Level 46 Number by Achievement Level 20 Number Not Proficient 5 Number Proficient 8 Percent Not Proficient 11 Percent Proficient Derived 13 Percent Proficient 42

0 10 20 30 40 50 Number of States (N=54)

Selected Results of General Assessment Performance for Students with Disabilities

In this section the performance of students with and without IEPs is compared for states that reported data for each of three representative grades (e.g., Grade 4, Grade 8, and Grade 10) by content area (i.e., reading, mathematics). Figures 16 to 21 show the gaps between students with disabilities and their comparison peer group. The solid line represents the gap between students with Individualized Educational Programs (IEPs) and the comparison group. The comparison peer group varied by state, with some states reporting the performance of students without IEPs and others reporting the total student population. Because the gaps were affected by whether a state included all students or students without disabilities, we indicate the group used by each state on the horizontal axis with an A if the state included all students and an O if the comparison group for the state was students who do not have IEPs. The students without IEPs group may include students with 504 plans depending on how a state defined its population. Thirteen of the states with AA-MAS are presented in these figures, though not all states with AA-MAS had them for each grade range. Therefore, the gaps reported here could also vary based on how those states reported their performance data. States with an AA-MAS are indicated in the figures with a box around the percent proficient number for the comparison group.

NCEO 13

Elementary School

Figures 16 and 17 present the results for Grade 4. Across the states, the smallest gap between students with IEPs and the comparison group for elementary reading was 9 percentage points, and the largest gap was 51 percentage points. For elementary mathematics, the gap ranged from 9 percentage points to 49 percentage points.

FigureFigure 16. 16. Percent Percent Proficient Proficient for for Elementary Elementary Reading* Reading*

100 94 95 100 92 93 94 95 91 91 92 93 90 85 85 85 86 86 83 84 85 85 86 86 90 81 81 81 83 84 85 79 80 80 81 81 81 77 77 78 78 79 80 80 80 75 75 75 77 77 78 78 80 73 73 74 75 75 75 72 71 73 73 74 72 69 70 70 71 70 66 66 67 69 66 64 66 66 67 64 66 70 62 64 64 59 60 60 62 60 60 60 58 58 59 56 54 54 54 54 56 60 52 54 54 53 54 52 53 54 52 52 52 51 51 53 52 53 48 49 49 47 47 48 48 50 46 46 48 47 45 46 47 46 50 42 42 45 41 40 42 42 40 41 39 38 40 39 38 38 40 40 37 38 37 36 37 37 38 38 35 35 36 32 40 32 32 32 33 33 28 28 28 29 29 29 29 2728 26 28 27 28 26 30 30 24 26 24 25 25 26 21 22 22 19 21 19 16 17 1717 17 20 20 16 14 14

10 5 10 5

0 0 OAAAOOOOAOAAOOAOOOAOOAAOOAOAAOAOOOOOOOOAAOOOOOOO OAAAOOOOAOAAOOAOOOAOOAAOOAOAAOAOOOOOOOOAAOOOOOOO

Legend: Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box =State reported AA‐MAS merged with general assessment A= All students (n=16 states) O=Students without IEPs (n=32 states)

* Note: N=48 of 61 states [includes unique states]; No data=13 states

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Figure 17. Percent Proficient Elementary Mathematics*

100 Figure 17. Percent Proficient Elementary Mathematics* 93 90 90 85 85 86 86 86 100 83 84 84 84 81 82 82 82 82 93 80 90 77 80 76 77 86 86 86 90 74 74 75 84 84 84 85 85 72 73 73 73 73 82 82 82 82 83 70 71 71 71 80 81 69 77 77 80 70 75 76 66 66 65 65 73 73 73 73 74 74 64 63 70 71 71 71 72 60 61 69 60 59 66 66 58 58 70 60 56 57 65 65 64 57 61 63 55 53 53 54 60 53 59 58 58 60 56 57 51 5750 60 49 50 54 53 55 50 47 53 53 47 51 47 46 47 46 46 47 4549 50 44 44 50 47 42 47 43 47 42 46 47 46 42 46 47 50 4541 44 44 40 38 42 38 43 42 42 4140 40 34 38 38 35 40 34 33 32 32 35 30 29 2933 32 32 30 30 29 2729 27 30 30 26 26 27 27 30 23 22 23 21 21 22 2222 17 17 18 18 18 18 20 20 10 10 10 10

0 0 OAOAOOAOOOOAAOAAOOOAOAAOOAOAOOAOAOAAOOOOOOOOOOOOOAOAOOAOOOOAAOAAOOOAOAAOOAOAOOAOAOAAOOOOOOOOOOOO

Legend: Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=16 states) O=Students without IEPs (n=32 states)

* Note: N=48 of 61 states [includes unique states]; No data=13 states

Middle School

Figures 18 and 19 show the performance gaps for Grade 8 reading and mathematics. At the middle school level, for reading, gaps ranged from 16 percentage points to 60 percentage points. For mathematics, the gaps ranged from 4 percentage points to 56 percentage points.

NCEO 15 Figure 18.Figure Percent 18. PercentProficient Proficient for Middle Schoolfor Middle Reading* School Reading*

120 120 110 110 110 110

100 97 97 100 94 94 92 92 8889 9089 90 86 8787 87 8787 8788 90 90 8585 85 85 85 8586 86 86 79 76 77 7778787878787879 80 80 73 73 73 7476 77 77 71 71 72 72 72 73 73 73 74 69 71 71 72 72 72 66 66 69 64 65 64 70 70 66 66 65 59 60 64 64 57 58 60 57 54 55 55 56 56 58 59 60 60 54 56 56 57 52 57 53 54 55 55 50 54 52 53 46 47 46 50 50 43 43 44 50 46 47 40 41 4640 38 39 39 43 3843 44 40 35 35 40 3541 40 38 39 31 39 33 32 33 38 40 28 28 30 35 29 35 35 26 26 33 32 33 30 23 31 30 23 24 22 21 28 22 28 29 22 26 20 19 20 26 20 30 17 18 24 22 22 23 23 22 20 2113 20 20 14 20 10 19 12 18 20 9 17 5 14 10 13 12 10 9 0 10 5

0AOOAOAAOOAOOOAOAOOAOAAOOAOAAOAAOOOOOOAOOOOOOOOOO AOOAOAAOOAOOOAOAOOAOAAOOAOAAOAAOOOOOOAOOOOOOOOOO

Legend: Heavy Solid Bar= Students with IEPs‐percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=16 states) O=Students without IEPs (n=32 states)

* Note: N=48 of 61 states [includes unique states]; No data=13 states

Figure 19. 19. Percent Percent Proficient Proficient Middle Middle School School Mathematics* Mathematics*

100 100 91 89 91 90 89 90 83 84 848484 84 84 80 82 82 83 78 80 80 76 7676 7676 7677 77 78 80 73 7474 74 74 71 72727373 73 69697070 71 66 66 66 67 676768686868 70 70 63 63 6464 6565 66 66 66 596262 63 63 59 59 59 59 56 5858 59 57 57 60 60 53 56 52 51 53 52 49 49 48 51 49 49 50 45 48 45 50 41 42 42 45 45 37 38 41 42 42 38 40 37 38 33 33 3835 40 31 31 30 30 32 31 32 30 3235 33 32 29 32 33 3228 31 26 31 30 30 31 30 24 29 25 24 26 28 30 22 22 26 22 30 19 19 24 25 24 2026 22 22 17 16 1822 20 14 19 19 15 14 15 20 13 13 12 11 17 18 2010 9 15 16 15 7 8 7 13 13 14 14 6 5 12 11 10 10 9 7 8 7 10 6 5 0 AOOOAOAOOAAOAOAAOOOOOAAOOAOOOAOOAAAOOOAOOOOOOOOO0 AOOOAOAOOAAOAOAAOOOOOAAOOAOOOAOOAAAOOOAOOOOOOOOO 39 Legend: Heavy Solid Bar= Students with IEPs percent proficient

Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment 16 A= All students (n=16 states) NCEO O=Students without IEPs (n=32 states)

* Note: N=48 of 61 states [includes unique states]; No data=13 states

Figure 19. Percent Proficient Middle School Mathematics*

100 89 91 90 83 84 84 84 80 82 77 78 80 74 74 76 76 76 71 72 73 73 68 68 69 70 65 66 66 66 67 67 70 62 63 63 64 58 59 59 59 57 60 56 51 53 52 48 49 49 45 45 50 42 42 41 38 37 38 35 40 31 33 32 31 32 33 32 31 30 30 29 30 28 26 25 26 30 22 22 24 22 24 19 19 18 20 15 17 16 15 20 13 13 14 12 14 10 11 9 6 7 8 7 10 5 0 AOOOAOAOOAAOAOAAOOOOOAAOOAOOOAOOAAAOOOAOOOOOOOOO

Legend: Heavy Solid Bar= Students with IEPs percent proficient Figure 19. Percent ProficientNarrow Solid LineMiddle = Gap School between studentsMathematics* with IEPs (continued) and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=16 states) O=Students without IEPs (n=32 states)

* Note: N=48 of 61 states [includes unique states]; No data=13 states

High School

Figures 20 and 21 show gaps for high school reading and mathematics. For reading, the gaps ranged from 1 percentage point to 61 percentage points; for mathematics the range is from 5 percentage points to 53 percentage points.

Figure 20. Percent Proficient for High School Reading*

100 96 96 97 93 94 94 90 91 Figure 20. Percent Proficient for High School Reading* 88 89 90 87 87 87 88 85 86 86 83 84 84 84 81 82 78 94 94 96 96 97 100 80 76 93 74 75 89 90 91 73 86 86 87 87 87 88 88 90 70 70 70 83 84 84 84 85 70 81 82 68 70 67 67 78 67 66 65 76 80 63 73 74 75 62 70 70 70 62 6170 59 67 67 67 66 68 70 60 56 56 57 63 65 56 62 54 54 62 55 6154 48 52 57 59 54 54 56 56 51 51 56 55 54 60 52 51 51 48 50 48 47 46 48 45 45 40 46 45 45 50 43 4347 42 42 41 41 39 38 37 39 38 38 38 38 40 38 37 34 35 40 34 33 32 35 29 28 29 28 30 28 33 32 30 26 26 30 30 30 2129 22 21 28 29 2128 2821 30 18 19 18 2619 26 17 15 15 20 21 1422 1321 13 21 21 11 12 19 19 17 18 18 10 20 15 15 14 13 13 11 12 0 10 AOOAAOOOAOAOOAAOOAAAOAOAAOOOAOOAOOOOAAOOAOOOOOOOO

0 AOOAAOOOAOAOOAAOOAAAOAOAAOOOAOOAOOOOAAOOAOOOOOOOO

Legend: Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=18 states) O=Students without IEPs (n=31 states)

* Note: N=49 of 61 states [includes unique states]; No data=12 states

NCEO 17

Figure 21. Percent Proficient for High School Mathematics*

100

91 91 89 90 90 87 88 Figure 21. Percent Proficient for High School Mathematics* 86 84 84 82 80 80 80 80 78 100 75 76 76 71 89 90 91 91 68 69 69 87 88 70 90 66 84 84 86 64 80 80 80 8264 61 62 62 78 80 60 75 76 76 60 58 58 71 56 56 56 68 69 69 55 70 52 66 64 53 62 62 64 48 49 60 61 50 58 58 46 46 46 45 56 56 56 44 55 45 45 60 43 52 53 40 40 39 40 40 48 49 46 38 39 46 40 37 37 46 44 45 45 50 36 36 43 45 35 33 39 40 40 40 33 40 38 39 30 31 37 37 30 35 40 36 36 28 28 33 30 33 27 30 31 25 30 23 28 27 23 28 22 30 2123 22 25 23 22 20 19 192119 19 19 22 20 18 18 19 19 19 19 19 20 15 15 16 16 20 14 14 1414 14 14 14 1413 13 13 13 10 9 9 10 8 8 8 6 8 9 9 10 10 5 4 4 6 5 5 4 4 5 2 2 0 0 AAOOAAOOOOOOOAOOOOOOOAOOAOAAAOAAOAAAOOAOAAOOOOOOOAAOOAAOOOOOOOAOOOOOOOAOOAOAAAOAAOAAAOOAOAAOOOOOOO

Legend: Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS Shaded Box = State reported AA‐MAS merged with general assessment A= All students (n=18 states) O=Students without IEPs (n=31 states)

* Note: N=49 of 61 states [includes unique states]; No data=12 states

Average Gap Summaries for Students With and Without IEPs by Content Area and School Level

Table 1 summarizes the average achievement gaps between students with IEPs and the comparison peer group. The comparison peer group may or may not include students with IEPs depending on the reporting practices of each state. The table presents gaps by content and school levels across select years. A limitation of this analysis is that the number of states with data fluctuates from year to year and there are differences in how states report percent proficient for students with IEPs. For example, in some cases, states reported AA-MAS performance merged with general assessment performance.

Table 1 shows the mean gaps for every other year from 2006-2007 through 2012-13. The average gap is presented with the number of states with data for each year. The gap sizes changed only slightly across grades and content areas in these data. For example, for elementary reading, the mean gap was 31 in 2006-07 and 2008-09, 34 in 2010-11, and 35 in 2012-13.

43 18 NCEO Table 1. Gaps Between Students with IEPs and Comparison Peer Group on General Assessments: Biannually from 2006-07 to 2012-13

Mean Gaps for All States with Data1 2006-07 2008-09 2010-11 2012-13 Grade Number Number Number Number Ranges Gap of states Gap of states Gap of states Gap of States Elementary Reading 31 47 31 45 34 45 35 (34) 45 (48) Middle School Reading 40 47 40 46 41 45 41 (41) 45 (48) High School Reading 40 46 40 44 40 45 39 (38) 46 (49) Elementary Math 29 47 28 46 30 45 32 (32) 45 (48) Middle School Math 40 47 38 46 40 42 40 (39) 45 (48) High School Math 38 44 37 44 40 43 37 (36) 46 (49) 1 Data in parentheses include the unique states. Data including the unique states were available only for 2012- 13. Prior analyses did not include the unique states.

Ease of Finding Publicly Reported Data

Publicly reported data for students with disabilities is easier to find on some state websites than on others. An analysis was conducted of the number of mouse clicks it took to arrive at public reports for the general assessment and the AA-AAS on state department of education websites. This analysis is similar to analyses in previous reports. The number of mouse clicks for each state did not take into account any potential short cuts through search engines that may have provided a link to parts of a state’s education website. As in previous analyses, we did not count the additional clicks needed to choose specific demographic or assessment characteristics on sites that allowed users to generate customized reports. For those sites, we only counted the number of clicks needed to arrive at the generator site and a final “submit” click.

This analysis was referred to as a “click” analysis in some previous reports. Click data for general assessments are presented in Figure 22, and data for AA-AAS are presented in Figure 23. Compared to the most recent year for this analysis (2011-2012), the number of regular states that required 7 clicks decreased from one to none for 2012-13, states with 5-6 clicks (N=15) increased by two, the number of states with 3-4 clicks increased from 30 to 34, and the number of states with 1-2 clicks decreased by four states. For the AA-AAS, there was no clear pattern of increasing or decreasing clicks in 2012-13, with the same number of states at 7 clicks (N=1), one less state in 5-6 clicks (N=16), and four more states in 3-4 clicks (N=30). The number of states requiring 1-2 clicks decreased by two states (N=1) from the previous year. See Figures 22 and 23. NCEO 19 Figure 22. Number of Regular States in Each “Click” Category for Regular States Reporting General Assessments (N=50 of 50 States) for 2012-13 Figure 22. Number of Regular States in Each “Click” Category for Regular States Reporting General Assessments (N=50 of 50 States) for 2012-13 1 15

1‐2 clicks (N=1) 3‐4 clicks (N=34) 5‐6 clicks (N=15)

Figure 23. Number of States in Each Click Category for Regular States Reporting AA-AAS (TotalFigure N=48 23. of Number 50 States) of States for 2012-13 in Each Click Category for Regular States Reporting AA-AAS (Total N=48 of 50 States) for 2012-13 1 1

16 1‐2 clicks (N=1) 3‐4 clicks (N30) 5‐6 clicks (N=16) 7 clicks (N=1) 30

Accommodations Data on Students with Disabilities Figure 24 presents the number of regular and unique states that reported data of students with disabilities using accommodations on a general state assessment, by whether the state reported participation, performance, or both. Thirty-two states had at least some accommodated data reported, with 17 states reporting participation and performance, 13 states reporting participation only, and 2 states reporting performance only. See Appendix B-17 for specific state information used in Figure 24.

20 NCEO

Figure 24. Number of Regular and Unique States Reporting Data for Students with Disabilities Using FigureAccommodations 24. Number of Regular and Unique States Reporting Data for Students with Disabilities Using Accommodations

17 Reported Participation and Performance

29 Reported Participation Only

Reported Performance Only

No Data Found Reported Publicly 13

Summary and Conclusions

Extent of Public Reporting for Students with Disabilities

Forty-eight regular states, and four unique states, reported participation and performance for all general assessments and alternate assessments based on alternate achievement standards (AA-AAS) used for Title I accountability purposes. Fifty-two of the 61 states reported both participation and performance for all general assessments; 52 reported similar data for the AA-AAS. Of the 16 states with general assessments not used for Title I, only 6 states reported participation and performance and 2 additional states reported participation or performance for some general assessments. This is a decrease from the previous report, where 9 states reported participation and performance for all general assessments not used for Title I (22 states).

Extent of Public Reporting for ELLs with Disabilities

The number of states that reported both participation and performance for ELLs with disabilities stayed the same number as in the previous report (N=7). In addition, 3 states reported these data for some regular assessments, and two other states for either participation or performance. For AA-AAS, more states (N=21) reported participation and performance. This number stayed the same as in the previous two years. It might be expected that more states would have reported disaggregated data for this assessment, given the requirements of ESEA to report by subgroup for each state assessment.

NCEO 49 21

How Data Are Reported

Among the regular states, the most common approaches for communicating participation and performance on general assessments and AA-AAS remained the same in 2008-09, and 2010-11 through 2012-13. For participation in 2012-13, the most common way to report for regular and unique states was in terms of the number assessed (42 states for the general assessment) and percent participating (38 states). For performance, the most common way for regular and unique states was reporting the percent of students in each achievement level (46 states for general assessments) followed by percent proficient (42 states for general assessments). Because states used different methods to report (e.g., merging assessments, grades, or both), the numerators and denominators used to report participation and performance data varied significantly across states. Adding to the complexity is the fact that some states report public data using multiple methods across participation and performance, thus increasing the difficulty of making inter- pretations about participation and performance.

As in previous reports, this report presented participation rates for middle school mathematics as an example of how states report participation rates for students with disabilities. Ten states reported participation rates by grade in a way that would be comparable to include in a graph. Additional states provide numbers that would possibly allow for rates to be calculated. However, in recent years participation data have become less transparent, in part because states that had alternates based on modified achievement standards (AA-MAS) sometimes opted to merge those data with the general assessment data in public reporting for participation and performance. Most states with an AA-MAS did not report participation rates for the AA-MAS separately, though a few did. Another reason that rates may be less straightforward is that states vary in the denominators used to calculate rates.

Achievement Gaps

The achievement gaps between students with and without IEPs in reading and mathematics continue. This report presented average achievement gaps for elementary, middle school, and high school levels. As in past reports, there were smaller overall gaps in elementary reading and mathematics than at the middle school and high school levels. At the middle school and high school levels, for reading and mathematics, the average gaps across states spanned from 36 percentage points to 41 percentage points for 2012-13. Because states vary in the methods they use to publicly report data, this influences the achievement gaps reported. As would be expected, those states with “all students” as the comparison group tended to show smaller gaps compared to states using students without IEPs” as the comparison group. Other factors that influence the size of achievement gaps include whether a state has an AA-MAS, the percentage of students taking an AA-MAS in lieu of the general assessment, and how these data are reported.

22 NCEO Ease of Finding Data on State Websites

State websites vary in the ease of use in finding data about the participation and performance of students with disabilities. This report showed mixed changes in the number of clicks required to find data for students with disabilities on the general assessment. The highest 7 click category lost one state, and the lowest click category lost four states. The middle click categories of 3-4 and 5-6 clicks, also increased by six states, but with a couple more additions in the lower of the two click categories. For the alternate assessment, there was no clear pattern, with a decrease of one state in a higher 5-6 click category and a loss of two states in the lower 1-2 click category, and a gain of 4 states in the 3-4 click category. As in previous years, the majority of states required only 3 to 4 clicks to locate assessment data both for the general assessment (34 states) and AA-AAS (30 states).

Recommendations for Reporting

As many states transition to new assessments based on College- and Career-Ready Standards, there may be changes in how participation and performance data for students with disabilities and ELLs with disabilities are reported. In the intervening time, it is important that states continue to publicly report data for students with disabilities with the same frequency and detail as for other students. As in the previous report (Albus, Lazarus, & Thurlow, 2014), the following recommendations are offered to states for public reporting of disaggregated data for students with disabilities:

1. Report participation and performance results for each assessment, content area, and grade level.

2. Clearly label preliminary and final data with dates posted.

3. Report participation with accommodations.

4. Report participation percentages, disaggregated by grade.

5. Make data accessible by attending carefully to the usability of formats, ease of finding information, and clarity of language.

6. Provide reports in a format that are user-friendly for the general public rather than relying on technical reports to be the sole type of public reporting for student data.

NCEO 23 References

Albus, D., Lazarus, S. S., & Thurlow, M. L. (2014). 2011-12 Publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 69). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Albus, D., & Thurlow, M. (2013). 2010-11 publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 68). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Albus, D., Thurlow, M., & Bremer, C. (2009). Achieving transparency in the public reporting of 2006-2007 assessment results (Technical Report 53). Minneapolis, MN: University of Min- nesota, 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., Bremer, C., & Albus, D. (2011). 2008-09 publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 59). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Thurlow, M. L., & Wiley, H. I. (2004). Almost there in public reporting of assessment results for students with disabilities (Technical Report 39). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Thurlow, M. L., Wiley, H. I., & Bielinski, J. (2003). Going public: What 2000-2001 reports tell us about the performance of students with disabilities (Technical Report 35). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

VanGetson, G. R., & Thurlow, M. L. (2007). Nearing the target in disaggregated subgroup reporting to the public on 2004-2005 assessment results (Technical Report 46). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

24 NCEO US Department of Education (2013). ESEA flexibility: Frequently asked questions addendum. Washington, DC: author.

Wiley, H. I., Thurlow, M. L., & Klein, J. A. (2005). Steady progress: State public reporting practices for students with disabilities after the first year of NCLB (2002-2003) (Technical Report 40). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

NCEO 25 26 NCEO Appendix A

Material Used for the Verification Process

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

Re: NCEO verification request for public reporting

[Name],

The National Center on Educational Outcomes is examining states’ public reports for the 2012-2013 school year assessment results. Our goal is to: (a) identify all components of each state’s testing system; (b) determine whether each state reports disaggregated test results for students with disabilities and English language learners (ELLs) with disabilities; and (c) describe the way participation and performance information is presented.

As in previous years, we are looking at assessment department reports and the equivalent of report cards used for ESEA.

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 [email protected].

If you have any questions about our request, please email Deb Albus or call at (612) 626- 0323. Please respond by August 1, 2014.

Thank you for taking the time to provide this information.

Martha Thurlow, Director NCEO Deb Albus, Research Fellow, NCEO

NCEO 27 2. 2012-2013 Example Verification Tables Sent to a State

Disaggregated Data for Students with Disabilities on Regular Assessment

Table 1. Disaggregated Data for the Regular Assessment State Regular Assess- Grade Subject Areas Disaggregated Data Inside ment Special Education ELLs with Disabili- ESEA ties (Y/N) Partici- Per- Partici- Per- pation form- pation form- ance ance Alabama AL Reading and 3-8 Reading, Math Yes Yes No No Yes Mathematics Test (ARMT+) AL Science As- 5,7 Science Yes Yes No No Yes sessment (ASA) AL High School 11, 12 Biology, Lan- Yes Yes No No Yes Graduation guage, Math, Exam (AHSGE) Reading, Social Sciences

How States Reported Participation Data for Students with Disabilities for Regular Assessments (In ESEA)

Table 2. Ways States Disaggregated Participation Rate Participation Rate Reported Number of Denominator for Merged By Grade; Merged States By Grade Approaches the Participation Grades; By Merged Grades and and by Test Used Rate Test Tests Tests Alabama Yes No No No 1 No

Table 3. How Participation was Reported

State Participation Data Reported On Regular Assessments

Number Num- Number Percent Number Number Percent of Percent of Enrolled/ ber of of Stu- Partici- of Stu- of Stu- Students Students Eligible to Students dents Not pa-ting in dents with dents with with No not Tested be Tested Tested Tested Test Scores No scores Scores Alabama No Yes Yes Yes 1 No Yes Yes No

1 The state reports percent tested and percent of tested students the group represents

28 NCEO How States Reported Performance Data for Students with Disabilities for Regular Assessments (In ESEA)

Table 4. Ways States Disaggregated Performance Data States Reporting Grades Merged Merged Tests Merged Number of Ap- Some Data by for One or More for One or More Grades and proaches Used Grade and Test Tests Grades Test Alabama Yes No No No 1

Table 5. How Performance was Reported

Performance Data Reported for Regular Assessments

State Percent Percent Number Number by Percent by Percent Number Percentile Proficient Not Profi- Not Profi- Achievement Achievement Proficient Proficient Rank Derived cient cient Level Level Alabama Yes (by ac- No Yes No No No com status Yes NA only)

Participation and Performance Data for Students with Disabilities, Alternate Assessment on Alternate Achievement Standards

Table 6. Disaggregated Data for the AA-AAS State AA-AAS Grade Subject Areas Disaggregated Data Inside Special Education ELLs with Dis- ESEA abilities (Y/N) Partici- Perform- Partici- Per- pation ance pation form- ance Alabama AL Alternate As- 3-8, 11 Reading, Math Yes Yes Yes Yes Yes sessment (AAA) 5,7,11 Science

How States Reported Participation and Performance Data for Students with Disabilities on AA-AAS (In ESEA)

Table 7. How Participation was Reported

State Participation Data Reported On AA-AAS

NCEO 29 Table 8. How Performance was Reported

Performance Data Reported for AA-AAS

State Percent Percent Number Number by Percent by Percent Number Proficient Not Profi- Not Profi- Achievement Achievement Proficient Proficient Derived cient cient Level Level Alabama No Yes No No No Yes Yes

Participation and Performance Data for Students with Disabilities, English Lan- guage Proficiency Assessment (ELPA)

Table 9. Disaggregated Data for the English Language Proficiency Assessment

State ELPA Name Grade Disaggregated Data for ELLs with Disabilities Participation Performance Alabama ACCESS for K-12 No No ELLs

Accommodations Data

Table 10. Number of States Reporting Participation and Performance by Accommodated Condition for Any Student Population Accommodation Data Reported State Test States with Par- States with Perfor- Both Participation and ticipation Only mance Only Performance Alabama Regular Assessment, No No Yes with and without accommodations and Alternate Assessment without accommodations

30 NCEO No Data Found Publicly Reported pation Partici - Only for All Tests and Part. Perf. Tests Some Reporting Summary By State Yes Yes Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title Yes Yes Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General Yes Yes Yes Yes Yes Yes Yes Yes pation Partici - Subject Areas Subject Reading, Math Science Biology, Language, Math, Biology, Reading, Social Sciences Reading, Writing, Mathemat - Writing, Reading, ics, (3-10), Science (4,8,10) Mathemat - Writing, Reading, ics Reading(3-8),Math(3- - 8),Science (4,8), Writ ing(5-6) Math, Reading, Writing, Science Reading, Math, Science (7), Geom - Algebra I, Biology, Literacy etry, 3-8 5,7 11, 12 11, 3-10 10-12 3-8 HS 3-8, EoC Grade Test ) + Alabama Science Assessment (ASA) Alabama Science Alabama High School Graduation Exam (AHSGE) Standards Based Assessments Standards Based High School Graduation Qualification Exam Arizona’s Instrument to Measure Stan - Arizona’s dards (AIMS) Arizona’s Instrument to Measure Stan - Arizona’s dards (AIMS HS) Augmented Benchmark Exams (ABE) Alabama Reading and Mathematics Test Test Alabama Reading and Mathematics (ARMT Alaska Arizona Arkansas State Regular States Alabama Appendix B Data Tables 2012-2013 Title I Accountability, General Assessment Used for Students with Disabilities, Data for and Performance Participation B-1. Table

NCEO 31 No Data Found Publicly Reported pation Partici - Only for All Tests and Part. Perf. Tests Some Reporting Summary By State Yes Yes Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General Yes Yes Yes Yes Yes Yes pation Partici - - - - - Subject Areas Subject English Language Arts English Language Math (2-7), General (2-11), Algebra I (7-11), Math (8-9), Ge - Integrated Math (8-11), Integ. Math ometry (8-11), Social Science 2 (8-11), History (9-11), (8), World Science US History (11), (5,8,10), Biology (9-11), Int. Sci Chemistry (9-11), Arts English Language Algebra Math (2-7), (2-11), EoC), Geometry (8- I (7-11, EoC) 11, (3- Reading, Math, Writing 8), Science (5,8) Reading, Math, Writing, Science ence 2-4 (9-11) tura, Lectura (3-4) Reading, Math, Writing (3- Reading, Math, Writing 10), Sci-ence (5,8,10),Escri Reading, Math (3-10), Sci ence (5,8,10), Social Stud ies (4,7) Grade 2-11, EoC 2-11, 2-11 3-8 10 3-10 3-10 Test California Standards Test Scores (CST) Test California Standards in Spanish Tests Standards Based (STS) (CMT) Test Connecticut Mastery Test Academic Performance Connecticut Transitional Colorado Assessment Pro - Colorado Transitional gram (TCAP) Assessment Delaware Comprehensive System (DCAS) State California Connecticut Colorado Delaware

32 NCEO No Data Found Publicly Reported pation Partici - Only for All Tests Yes and Part. Perf. Tests Some Reporting Summary By State Yes Yes Yes Yes Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes pation Partici - Subject Areas Subject Reading, Math, Science (5,8) Biol - Algebra I, Geometry, ogy I Reading, English/ Language Arts, Math, Science (3-8), Social Studies (3-8) Algebra, Math I & II, GPS United GPS Geometry, Economics/ States History, Business/Free Enterprise, Physical Science, Biology, Ninth Grade Literature and Composition Reading, Math, Science Reading, Math, Science Reading, Math, Science (4, 7) Reading, Math, Science English/Language Arts, English/Language Math, Science (4,6), Social Studies (5,7) Algebra I, Biology I English, Reading, Math Science Grade 3-10 EoC 1-8 EoC 3-8, 10 3-8, 10 3-8 11 3-8 EoC 3-8,11 5,8,11 Test Florida Comprehensive Assessment Test Test Assessment Florida Comprehensive 2.0 FCAT (FCAT)/ Assessment End of Course Criterion-Referenced Competency Test Criterion-Referenced Competency End of Course Test End of Course Hawaii State Assessment Program Hawaii State General Assessment General Test Achievement Illinois Standards (ISAT) Achievement Examination Prairie State (PSAE) Indiana State-wide Testing for Education Testing Indiana State-wide Progress- Plus (ISTEP+) Assessment Iowa End of Course Assessments (ECAs) End of Course Assessment Science Iowa State Florida Georgia Hawaii Idaho Illinois Indiana Iowa

NCEO 33 No Data Found Publicly Reported pation Partici - Only for All Tests and Yes Part. Perf. Tests Some Reporting Summary By State Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title No Yes Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General No Yes Yes Yes Yes Yes Yes Yes pation Partici - - - - - Subject Areas Subject English II, Algebra II, Biol - English II, US History ogy, Reading, Math (3-8) Sci ence (4,7), Social Studies (5,8), Language Mechanics (4,6) Arts, English/Language Math, Science, Social Stud ies Arts, English/Language Math, Science, Social Stud ies English/Language arts, Math, Science, Social Stud ies English II, English III, Alge - English II, III, US Biology, bra I, Geometry, History Reading, Math, Science (4,7,11) Reading, Math, Science (4,7), Social Studies (5,8), Lan - (5,6,8, 10, 11), Writing guage Mechanics (4,6,10) EoC Grade 3-8 4,8 3,5-7 10,11 EoC 3-8,11 3-8, 10,11 - Test End of Course Stanford Achievement Test 10 (part of Test Achievement Stanford K-PREP) Assessment Pro - Louisiana Educational gram (LEAP) Integrated Louisiana Educational As - Integrated Louisiana Educational sessment Program (iLEAP) Graduation Exit Examination End of Course tests General Assessment General Kentucky Performance Rating for Educa tional Progress (K-PREP) State Louisiana Kansas Kentucky

34 NCEO No Data Found Publicly Reported pation Partici - Only for All Tests and Part. Perf. Tests Some Reporting Summary By State Yes Yes Yes Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes pation Partici - - - - Subject Areas Subject Reading, Writing, Math, Reading, Writing, Science Math, Reading, Science (5,8) Algebra/Data analysis, Eng Government lish, Biology, English/Language Arts, English/Language Math, Chemistry, Science (Biology, Technol Intro Physics, and ogy/ Engineering Biology - Reading, Math, (3-8), Writ ing (4,7 ) Science (5,8 ), Social Stud Sci - Reading, Math, Writing, ence, Social Studies ies (6,9) Math Reading (3-8, 10), Math (3- 8), Science (5,8, HS) Reading, Math, Writing (5,8) Reading, Math, Writing Science

rd year HS 3-8 EoC 3-8, 10 5, 8-10 HS 3-9 11 11 3-8, HS Grade 3-8 5,8 11, 3 11, Test Maryland School Assessment (MSA) Maryland School High School Assessments (HSA) High School Massachusetts Comprehensive Assess - Massachusetts Comprehensive ment System (MCAS) STE MCAS Tests STE MCAS Biology High School Test Biology High School Michigan Education Assessment Pro - Michigan Education gram (MEAP) Michigan Merit Examination (MME) Minnesota Comprehensive Assessment Minnesota Comprehensive (MCA)-II Minnesota Comprehensive Assessment Minnesota Comprehensive (MCA) –III New England Comprehensive Assess - New England Comprehensive ment Program (NECAP) Assessment (MEA) Maine Educational Science Maine High School Assessment Maine High School - Maryland Massachu setts Michigan Minnesota State Maine

NCEO 35 No Data Found Publicly Reported pation Partici - Only for All Tests and Part. Perf. Tests Some Reporting Summary By State Yes Yes Yes Yes Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes pation Partici - Subject Areas Subject Reading (not 10), Math (11), Reading (not 10), Math (11), (9) Writing Language Arts, Math Language Science Algebra I, Biology English II, US History Communication Arts, Math, Communication Science (5,8) Algebra Phase 1 English II, Phase 2, Eng - I, Biology, Algebra II, Geometry, lish I, Govern - American History, ment Reading, Math, Science (4,8, 10) Reading, Math, Science (4, 8,11) Writing (5,8,11), Reading, Math, Science (5,8) Reading, Math, Science, Writing Reading, Math, Writing Reading, Math, Writing Science (4,8,11) (5,8,11), Grade 9-11 3-8 5,8 EoC 3-8 EoC 3-8, 10 3-8, 11 3-8 HS 3-8, 11 Test Grad Mississippi Curriculum Test Mississippi Curriculum Science Tests Science High school Subject Area Tests Area High school Subject Missouri Assessment Program (MAP) Missouri Online End of Course Assessments Online End of Course Criterion Reference Test (CRT) Test Criterion Reference Nebraska State Accountability (NeSA) Nebraska State (CRT) Test Criterion Referenced High School Proficiency Exam New England Comprehensive Assess - New England Comprehensive ment Program (NECAP) - State Mississippi Missouri Montana Nebraska Nevada New Hamp shire

36 NCEO No Data Found Publicly Reported pation Partici - Only for All Tests and Part. Perf. Tests Some Reporting Summary By State Yes Yes Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title Yes Yes Yes Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General Yes Yes Yes Yes Yes Yes Yes Yes Yes pation Partici - Subject Areas Subject Math, Language Arts Lit - Math, Language eracy, Reading, Math, Writing Reading, Math, Writing (3,5,8), Social Studies and Science (11) Arts, English Language Math, Science (4,8) Comprehensive English, US History &Gov’t, Global Alg2/ History & Geography, Alg, Integ Geometry, Trig, Living Envt, Physical etting/ Physics, Physical Setting/ Physical setting/ Chemistry, Earth Science Math, Science, Reading, Global Studies, US Writing, History and Government Reading, Math, Science (5,8) English II, Math I, Biology, Language Arts Literacy, Arts Literacy, Language Math, Science (4, 8) Biology grad - th ers 3-8,10-11 3-8 EoC EoC 3-8 EOC Grade 3-8, 11 EoC First time 11 Test Standards Based Assessment (SBA) Standards Based New York State Testing Program Testing State York New (NYSTP) Regents Exams Regents Competency Tests Regents Competency End of Grade Multiple Choice Test End of Grade Multiple Choice End of Course Multiple Choice New Jersey Assessment of Skills and New Jersey Knowledge (NJASK) Test New Jersey Biology Competency High School Proficiency Assessment High School Proficiency (HSPA) - New Mexico New York New North Caro lina State New Jersey

NCEO 37 No Data Found Publicly Reported pation Partici - Only for All Tests and Part. Perf. Tests Some Reporting Summary By State Yes Yes Yes Yes Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title Yes Yes Yes Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General Yes Yes Yes Yes Yes Yes Yes Yes Yes pation Partici - - Subject Areas Subject Reading/Language Arts, Reading/Language Math, Science (4,8,11) Math, Reading, Science (5,8), Reading, Math, Science, Social Studies, Writing Math, Reading, Geography (7), US History (8), Science (5,8), Social Studies (5) Algebra ACE Algebra I, ACE ACE Eng - ACE Geometry, II, included), lish II, III (Writing ACE US ACE Biology I, History Reading, Math, Science (11) Writing (5,8,11), Reading, Math, Science (4,8,11) Algebra, Biology and Litera ture Reading, Math, Writing Reading, Math, Writing Science(4,8,11) (5,8,11), Grade 3-8, 11 3-8 HS 3-8 EoI 3-8,11 3-8, 11 11 3-8,11 Test General Assessment General Assessments (OAA) Achievement Ohio (OGT) Tests Ohio Graduation Oklahoma Core Curriculum Tests Tests Oklahoma Core Curriculum (OCCT) End of Instruction Oregon Assessment of Knowledge and Oregon Skills (OAKS) Online Pennsylvania System of School Assess - Pennsylvania System of School ment (PSSA) Keystone Exam New England Education Assessment New England Education Program (NECAP) - State North Dakota Ohio Oklahoma Oregon Pennsylva nia Rhode Island

38 NCEO No Data Found Publicly Reported pation Partici - Only for All Tests and Part. Perf. Tests Some Reporting Summary By State Yes Yes Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title Yes Yes Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General Yes Yes Yes Yes Yes Yes Yes Yes pation Partici - - - - Subject Areas Subject English Language Arts, English Language Math Reading, Math, Science (5, 8,11) Math, Reading/ Language, Social Studies, Science Algebra II, English Algebra I, I, English II, III, US Biology History, Math, Reading, Writing Math, Reading, Writing (4,7), Science (5,8) Social Studies (8) Math, Sci - Reading, Writing, ence, Social Studies English Language Arts, English Language Math, Science, Social Stud (5, 8) ies, Writing Technolo Algebra/Math for Applied Biol gies 2, Biology/ ogy 2, English 1, US History and the Constitution year nd Grade HS 3-8,11 3-8 EoC 3-8 EoC 3-8 EoC 2 - Test South Dakota State Test of Educational Test South Dakota State Progress (DSTEP) ment Criterion Referenced Academic Achieve Academic Criterion Referenced End of Course State of Texas Assessments of Academic Assessments of Texas State of Includes Spanish Readiness (STAAR) versions STAAR EoC STAAR Palmetto Assessment of State Standards Palmetto End of Course Examination High School Assessment Program Test Assessment Program High School State South Dakota Tennessee Texas South Caro - South lina

NCEO 39 No Data Found Publicly Reported pation Partici - Only for All Tests and Part. Perf. Tests Some Reporting Summary By State Yes Yes Yes Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title Yes Yes Yes Yes Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General Yes Yes Yes Yes Yes Yes Yes Yes pation Partici - - Subject Areas Subject Language Arts, Math (3-8), Language Algebra 1, 11, Pre-Algebra, Science (4-8), Geometry, Earth System Science, Biol - Physics Chemistry, ogy, (reported merged Writing with other tests) Math, Reading, Science (5,8,11) Writing (4,8,11), Reading, Math, Science (3,5,8), History/Social Stud - (5,8) ies (3,5,8), Writing Algebra Reading, Writing, Biology, I, II, Geometry, Earth Science, Chemistry, and US History, Virginia History I, II, World World US History to Geography, 1865, US History from 1865 to present, Civics and Eco Studies nomics, Virginia Reading, Math, Writing Reading, Math, Writing (4,7), Science (5,8) Reading, Writing Algebra 1/Integrated Math 1, Geo-metry/ Integrated Math 2, Biology Grade 3-11 5,8 3-8, 11 3-8 EoC 3-8 10 EoC Test Criterion Reference Test (CRT) Test Criterion Reference Assessment (DWA) Direct Writing New England Comprehensive Assess - New England Comprehensive ment Program (NECAP) Standards of Learning (SOL) Test End of Course Measurements of Student Progress (MSP) High School Proficiency Exam (HSPE) End of Course State Utah Vermont Virginia Washington

40 NCEO X No Data Found Publicly Reported pation Partici - Only for All Tests 2 and Part. Perf. Tests Some Reporting Summary By State 48 Yes Yes Yes Yes and Part. Tests Perf. All Perf. No Assessments Used for Title I Assessments Used for Title Yes Yes Yes Yes mance Perfor - Disaggregated Special Education Data on General No Yes Yes Yes Yes pation Partici -

- st - - and 21 Total Regular States (N=50) Total th Subject Areas Subject Centuries Studies (11) Reading, Math, Language Arts (4,8,10), Science (4,8,10), Social Studies (4,8,10) Reading, Math, Science (4,8, 11) Arts Language Reading, Math, Science Language Arts, Science, Language Math Problem Solving, His Social Science tory, Math (3-11), Reading/ Lan Math (3-11), Science, Arts (3-11) guage Social Studies (3-6), World Virgin Geography (7), West Algebra I (9), ia Studies (8), Physical Science (9), World Studies to 1900 (9), Ge - (10), ometry (10), Biology, US Studies to 1900 (10), 20 Chemistry (11), Grade 3-8, 10 3-8, 11 All Elem to HS 3-11 - Test Wisconsin Knowledge and Concepts Exams (WKCE) NOTE: data not comparable to years before 2011-12 Wyoming Assessments for Proficiency Students (PAWS) Individual state administered assess ments Stanford Achievement Test 10 Test Achievement Stanford West Virginia Educational Standards Test Test Educational Standards Virginia West 2 - State Wisconsin Wyoming Bureau of Indian Edu cation Unique States American Samoa West West Virginia

NCEO 41 X X X No Data Found Publicly Reported pation Partici - Only for All Tests and Part. Perf. Tests Some Reporting Summary By State Yes and Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title No No No No No Yes mance Perfor - Disaggregated Special Education Data on General No No No No No Yes pation Partici - - Subject Areas Subject World Lit I & II, American Lit Lit I & II, World Algebra I & II, & British Lit, Environmental Geometry, Chemistry, Science, Biology, NMI History & US Govern - ment & Economics Reading, Math Reading, Math (2-10), Science/ Biology (5,8,HS) Composition (4,7,10) Arts, Reading, Language Math Reading, Math (Reported by Island) Arts, Reading, Language Math orro & Carolinian Language Heritage Studies (CCLHS at 4,6,8) Reading, Math, Science, Social (5,7,11), Writing Studies (3,6,8), Cham Grade EoC 3-8 2-10, HS 1-11 4,6,8, 10 3-8 - Test Terra Nova Terra As - District of Columbia Comprehensive sessment System Result End of Course National Minimum Competency Stan 10 Test, Achievement Stanford dard-Based Test (NMCT) Test dard-Based 10 Test, Achievement Stanford Standards Based Assessment Standards Based - State U.S.Depart- ment of Defense Education Activity District of Columbia Federated States of Micronesia Guam Common wealth of Northern Mariana Islands

42 NCEO X 7 7 X No 12% Data Found Publicly Reported 0% 0 0 pation Partici - Only for All Tests 3% 2 0 and Part. Perf. Tests Some Reporting Summary By State 4 52 Yes Yes and 85% Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for Title Yes Yes mance Perfor - Percent Disaggregated Special Education Data on General Yes Yes pation Partici - - Total Unique States (N=11) Total Subject Areas Subject Total Regular and Unique States (N=61) Total Reading, Math, Science (5, 8, 11) Spanish, English, Math, Sci ence (4,8,11) Grade 3-8, 11 3-8, 11 Test No data reports found General Assessment General Puerto Rican Academic Achievement Academic Puerto Rican Test No data reports found State Palau U.S. Virgin U.S. Virgin Islands Puerto Rico Republic of Marshall Islands

NCEO 43 X X X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some Ye s Ye s and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Ye s Ye s Tests Tests plica - Title I ments Not Used in Title I ments Not Used in ble/All ble/All Use for Use for Not ap ------No No No Ye s Ye s Ye s Per ance form------No No No Ye s Ye s Ye s pation Disaggregated Special Education Data on General Assess - Disaggregated Partici- Subject Areas Writing Writing, English Language Arts, Social Math, Science, Studies II, Biology I, Algebra Algebra WritingI, Expository I and/or History U.S. Reading, Lang. Arts, Math, Reading, Lang. Spell - Social Studies, Science, ing Reading, Language Arts, Math Math, Reading, Language, Science (5,7) Grade 3,5,8,11 11 & retest EoC 5,7 2, 9 1-9 Test Writing Assessments - Georgia High School Gradu ation Test End of Course All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Terra Nova Terra Test, Stanford Achievement 10 Test Iowa All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Georgia Hawaii Florida Delaware Connecticut Colorado Alaska Arizona Arkansas California State Regular States Alabama Table B-2. Participation and Performance Data for Students with Disabilities, General Not Used for Title I Accountability, 2012-2013 Title I Accountability, General Not Used for Students with Disabilities, Data for and Performance Participation B-2. Table

44 NCEO X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For Ye s and Perf. Perf. Part. Part. Tests Some Ye s and Ye s Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Ye s Tests Tests plica - Title I ments Not Used in Title I ments Not Used in ble/All ble/All Use for Use for Not ap ------No No Ye s Ye s Ye s Ye s Per ance form------No No Ye s Ye s Ye s Ye s pation Disaggregated Special Education Data on General Assess - Disaggregated Partici- Subject Areas Critical Reading, Math Prob - lem Solving, Writing Math, Reading Math, Reading Reading English (9,11,12) Geometry, English (9,11,12) Geometry, - Phys II, PreCalculus, Algebra Earthics, and Space Sci - & Anatomy Chemistry, ence, Chem. Integrated Physiology, - Gov US History, & Physics, World ern-ment, Geography, World Economics, History Reading Grade 10 8 HS 3 EoC K-3 Test - Achieve Preliminary Stanford (PSAT) ment Test All Assessments Used for Title I Explore PLAN All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Indiana Reading Evaluation Indiana Reading Evaluation and Determination (IREAD-3) Indiana Course-Aligned As - sessments All Assessments Used for All Assessments Used for Title I Idaho Reading Indicator All Assessments Used for Title I Maine Maryland Kentucky Louisiana Kansas Indiana Iowa State Idaho Illinois

NCEO 45 No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Ye s Perf. Perf. Part. Part. Tests Some and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Ye s Tests Tests plica - Title I ments Not Used in Title I ments Not Used in ble/All ble/All Use for Use for Not ap ------No No Ye s Ye s Per ance form------No No Ye s Ye s pation Disaggregated Special Education Data on General Assess - Disaggregated Partici- Subject Areas English/Language Arts, Math Science (Biology, Chemistry, Chemistry, Science (Biology, Technology/ and Intro Physics, Engineering Biology Reading, Writing, Math Grade 10 10 HS Not found Test All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Massachusetts Comprehen - Assessment System sive (MCAS) STE MCAS Tests Test Biology High School Test Stanford Achievement All Assessments Used for All Assessments Used for Title I Montana Missouri Mississippi Minnesota State Massachusetts Michigan

46 NCEO No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Tests Tests plica - Title I ments Not Used in Title I ments Not Used in ble/All ble/All Use for Use for Not ap - - - - - Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Per ance form- - - - Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s pation Disaggregated Special Education Data on General Assess - Disaggregated Partici- Subject Areas Reading, Math Reading, Math Reading, Math Reading, Math Reading, Math Reading, Math Math, Reading Math, Reading Grade 5,8 3-11 10-11 4, 8 3-11 4-9,11 8 HS Test All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I California Achievement Test Test California Achievement (CAT) All Assessments Used for All Assessments Used for Title I Iowa Test of Basic Skills Test Iowa (ITBS) of Educational Test Iowa (ITED) Development Metropolitan Achievement Test Nova Terra SAT Explore PLAN New Jersey New New Hampshire New State Nebraska Nevada

NCEO 47 X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Tests Tests plica - Title I ments Not Used in Title I ments Not Used in ble/All ble/All Use for Use for Not ap ------No No No Per ance form------No No No pation Disaggregated Special Education Data on General Assess - Disaggregated Partici- Subject Areas Varies English III, Writing II, , Algebra English III, Biology & Chem., US History Reading, Math Grade HS EoC/HS 10-11 Test All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Alternate Assessment High School Graduation All Assessments Used for All Assessments Used for Title I End of Course Exams Standards Based Assess - ment High School Graduation Assessment Rhode Island Pennsylvania Oregon Oklahoma Ohio North Dakota North Carolina New York New State Mexico New

48 NCEO X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some Ye s Ye s and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Ye s Ye s Ye s Tests Tests plica - Title I ments Not Used in Title I ments Not Used in ble/All ble/All Use for Use for Not ap ------No Ye s Ye s Per ance form------No Ye s Ye s pation Disaggregated Special Education Data on General Assess - Disaggregated Partici- Subject Areas Algebra 1/Integrated Math 1, 1/Integrated Algebra Geometry/Integrated Math 2, Biology Writing English Language Arts, Math, Social studies Science, Grade EoC 3-11 10-11 Test All Assessments Used for All Assessments Used for Title I End of Course (partially) All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Writing Assessment of Know- Texas ledge and Skills (TAKS) All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Wisconsin Washington Virginia West Virginia Vermont Tennessee Texas Utah South Dakota State South Carolina

NCEO 49 7 X X No Data Found Publicly Publicly Reported - 0 Per Only ance Tests form- For All For 2 and Perf. Perf. Part. Part. Tests Some 6 and Part. Part. Tests Perf. All Perf. Reporting Summary By State 35 Ye s Ye s Ye s Ye s Ye s Tests Tests plica - Title I ments Not Used in Title I ments Not Used in ble/All ble/All Use for Use for Not ap ------No No No No No Per ance form------No No No No No pation Disaggregated Special Education Data on General Assess - Disaggregated Partici- Total Regular States (N=50) Total Subject Areas Language Arts, Science, Solv - Mathematical Problem Social Science ing, History, Writing Writing in 2014 2013 only, (3-8 is for 3,5 and 7) grades for Math, Reading Math, Reading Grade 3,5,6,8,9, 11 3-8 3-8,11 HS 9 Test All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Stanford Achievement Test, Test, Stanford Achievement 10 All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Student Assessment of Writ - Student Assessment of ing Skills (SAWS) Writ - Student Assessments of ing Skills –Alternate (SAWS- ALT) Plan Explore Federated Federated States of Micro - nesia District of Co - lumbia Commonwealth Commonwealth of Northern Mariana Islands U.S.Department Edu - of Defense cation Activity Bureau of In - dian Education Unique States American Samoa State Wyoming

50 NCEO 8 1 No 13% Data Found Publicly Publicly Reported - 0 0 0% Per Only ance Tests form- For All For 2 0 3% and Perf. Perf. Part. Part. Tests Some 6 0 and Part. Part. 10% Tests Perf. All Perf. Reporting Summary By State 45 10 Ye s Ye s Ye s Ye s Ye s 74% Tests Tests plica - Title I ments Not Used in Title I ments Not Used in ble/All ble/All Use for Use for Not ap ------Per ance form- Percent Percent - - - - - pation Disaggregated Special Education Data on General Assess - Disaggregated Partici- Total Unique States (N=11) Total Subject Areas Total Regular and Unique States (N=61) Total Grade Test All Assessments Used for All Assessments Used for Title I No data reports found All Assessments Used for All Assessments Used for Title I No data reports found All Assessments Used for All Assessments Used for Title I U.S. Virgin U.S. Islands Republic of Republic Marshall Islands Puerto Rico Palau State Guam

NCEO 51

No Data Found Publicly Publicly Reported Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Tests Partic. Partic. For All For Summary State by And Perf. And Perf. - Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Per ance form- AA-AAS Used for Title I AA-AAS Used for Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s pation Data for Students with Disabilities for Students with Disabilities for Data for Partici- Subject Areas Reading, Math (3-8,11), Science (5,7,11) Reading, Writing, Math (3-10) Science Reading, (4,8,10) Reading, Math, Science English Language Arts and Math I and (3-8,11), Science (5,7), Algebra Geometry (9), Biology (10) ELA (2-11), Math Science II (5,8,10), and these subjects in levels to V. Reading, Math, Writing (3-10), Science Reading, Math, (5,8,10) - Math, Reading, Commu Access Skills, nication Reading, Math (2-10), Science (5,8,10), Social Studies (4,7,9) Reading, Math, Science (5,8,11) English/Language Arts, Math, Science, Social Studies Reading, Math, Science (4,8,10) Grade 3-8, 11 3-10 3-8 3-11 2-11 3-10 3-8 2-10 3-10 3-8, 11 3-8,10 Test Alabama Alternate Assessment (AAA) Alaska Alternate Assessment Arizona Instrument to Measure Standards Alternate (AIMS-A) Arkansas Alternate Portfolio California Alternate Performance AlternateCalifornia Performance Assessment (CAPA) Colorado AlternateColorado Assessment (CoAlt) Skills Checklist Delaware Comprehensive Assess - Comprehensive Delaware ment System (DCAS-Alt) Florida Alternate Assessment (FAA) Georgia Alternate Assessment Alternate Assessment State Regular States Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Table B-3. Participation and Performance Data for Students with Disabilities, Alternate Assessments Based on Alternate Achievement Standards Standards Alternate Assessments Based on Achievement Students with Disabilities, Data for and Performance Participation B-3. Table 2012-2013 Title I Accountability or Systems, (AA-AAS) Used for

52 NCEO

X No Data Found Publicly Publicly Reported Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Tests Partic. Partic. For All For Summary State by And Perf. And Perf. - No Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Per ance form- AA-AAS Used for Title I AA-AAS Used for No Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s pation Data for Students with Disabilities for Students with Disabilities for Data for Partici- Subject Areas Reading, Math, Science Reading, Math, Writing (4,7, HS), Sci - Reading, Math, ence (5,8, HS) Reading, Math, Science (4,7,11) Reading, Math, Science (5,8) Math, Reading, Science (5,8,10) English/Language Arts, Math, Science (4,6), Social Studies (5,7), Biology (10) Reading, Math Science English/Language Arts, Math, Science Engineering (5,8-10) Technology/ and Reading, Math, Science (4,7, 11) Accessing Print, Math, Expressing Ideas (4,7), Science (5,8) Reading, Math, Science (5,8) Reading (3-9), Math (3-8,10), Writing Reading (3-9), Math (3-8,10), (4,5,6, 8,10,11), Science (4,7,11), Social Studies (5,8,12) English/Language arts, Math, Science Grade year HS year rd 3-8,10 3-8,11 3-8 3-8,10 3-8, 10 3-8,11 5,8,11 3-10 3-8, 11 3-8 3-8 3-12 3-11 2-8, 10 & 3 Test Idaho Alternate Assessment (IAA) Illinois Alternate Assessment (IAA) Michigan Access (MI-Access) Participation Alternate Maryland School As - sessment (ALT-MSA) Indiana Standards Tool for Alter - for Tool Indiana Standards nate Reporting (ISTAR) Alternate Assessment (IAA) Iowa Alternate Assessment (IAA) Iowa Science Massachusetts Comprehensive Massachusetts Comprehensive Assessment System Alternate (MCAS-Alt) Kansas Alternate Assessment (KAA) Michigan Access (MI-Access) Functional Independence Michigan Access (MI-Access) Sup - ported Independence Alternate Kentucky Performance Performance Alternate Kentucky Educational Progress Rating for (K-PREP) Louisiana Alternate Assessment 1 Maine Personalized Alternate As - Maine Personalized (MEPAAP) sessment Portfolio State Idaho Illinois Maryland Indiana Iowa Massachusetts Kansas Michigan Kentucky Louisiana Maine

NCEO 53

No Data Found Publicly Publicly Reported Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Tests Partic. Partic. For All For Summary State by And Perf. And Perf. - Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Per ance form- AA-AAS Used for Title I AA-AAS Used for Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s pation Data for Students with Disabilities for Students with Disabilities for Data for Partici-

Subject Areas Math Reading (3-8, 10), Math (3-8), Science (5,8, HS) Language Arts, Math, Science Language Arts, Math, Science (5,8) Communication Arts,Communication Math (3-8, 11), Science (5,8,11) Reading, Math, Science (4,8, 10) Reading, Math, Science (5,8,11), Writing Reading, Math, Science (5,8,11), (8,11) Reading, Math, Science (5,8,11), Writing Reading, Math, Science (5,8,11), in 2013 not given Reading, Math (2-7,10) Science (4,8,11), Writing (4,7,10) Language Arts Literacy, Math, Science Language Arts Literacy, (4, 8, EoC) Reading, Math (No Social Studies) Grade 11 3-8, HS HS 3-8 3-8,11 3-8, 10 3-8, 11 3-8, 11 2-7, 10,11 3-8, 11 3-8, HS Test Minnesota Test of Academic Skills Test Minnesota (MTAS) of Academic Skills Test Minnesota III) III (MTAS Mississippi Alternate Assessment - of the Extended Curricular Frame works Secondary Mississippi Alternate Assess - ment of the Extended Curriculum Frameworks Missouri Assessment Program Missouri Assessment Program Alternate (MAP-A) Criterion Referenced Test (CRT) (CRT) Test Criterion Referenced Alternate Alternate Assessment Nevada Alternate Assessment Nevada (NAA) New Hampshire AlternateNew Learn - Assessment (NH ing Progression ALPS) Alternate Proficiency Assessment Alternative Performance Assess - Alternative Performance ment (NMAPA) State Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New New Jersey New New Mexico New

54 NCEO

X No Data Found Publicly Publicly Reported Ye s Ye s Ye s Ye s Ye s Ye s Ye s Tests Partic. Partic. For All For Summary State by And Perf. And Perf. - No Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Per ance form- AA-AAS Used for Title I AA-AAS Used for No Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s pation Data for Students with Disabilities for Students with Disabilities for Data for Partici- Subject Areas English Language Arts, Math, Science (4,8, HS), Social Studies (HS) Reading, Math, Science (5,8) English II Math I, Biology, Reading/Language Arts, Math, Science English/Language Arts, Math, Science (5,8) English/Language Arts, Math, Science, Social Studies Math, Reading, Science (5,8), Geog - Writing (5,8), Social Studies, raphy, Writ-ing, Biology, I, English II/ Algebra Others only if student took US History, English II, Geometry, Algebra courses, III/ Writing Writing Reading, Math, Science (5,8,11), (11) Reading, Math, Science (4,8,11) Reading, Math, Writing (4,7,10), Science Reading, Math, (4,8,11) Grade 3-8, HS 3-8 10 3-8, 11 3-8 HS 3-8, EoI 3-8,11 3-8, 11 2-8,11 Test New York State Alternate Assess - York New ment (NYSAA) North Carolina Extend 1 (NCEX - TEND1) North Carolina Extend 1 (NCEX - TEND1) North Alternate Dakota Assess - ment 1 (NDAA1) Alternate Assessment for Stu - Alternate Assessment for Disabilities dents with Cognitive (AASCD) Test Alternate Ohio Graduation (OGT-AASCD) Oklahoma Alternate Assessment (OAAP) Program Oregon Assessment of Knowledge Extended and Skills (OAKS) Pennsylvania Alternate System of Pennsylvania Assessment (PASA) Rhode Island Alternate Assess - ment (RIAA) State New York New North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island

NCEO 55

No Data Found Publicly Publicly Reported Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Tests Partic. Partic. For All For Summary State by And Perf. And Perf. - Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Per ance form- AA-AAS Used for Title I AA-AAS Used for Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s pation Data for Students with Disabilities for Students with Disabilities for Data for Partici- Subject Areas English Language Arts, Math, Science, Social Studies (and HS Biology) Reading, Math, Science (5,8,11) Math, Reading /Language, Science Math, Reading /Language, Math, Reading, Writing (4,7), Science Math, Reading, (5,8) Social Studies (8) Social Studies Reading, Math, Science, Language Arts, Math, and Science Math, Reading, Science (4,8,11) Reading, Writing (5,8) History/SocialReading, Math, Science (3,5,8) Science, Writing, History/SocialReading, Sci - Math, Science ence, Reading, Math, Writing (4,7), Science Reading, Math, (5,8) Math, Reading/Language Arts (3-8, 11), Science (4,6, 10) Reading, Math, Language Arts (4,8,10), Science (4,8,10), Social Studies (4,8,10) Grade 3-8, 10 3-8,11 3-12 3-8 EoC 3-11 3-8,11 3-8 EoC 3-8 3-8, 10 3-8, 10 Test South Carolina Alternate (SC-ALT) Dakota State Test of Educational Test State Dakota AlternateProgress (DSTEP A) Alternate Assessment State of Texas Assessments of Texas State of Academic Readiness Alternate (STAARALT) End of Course (EoC) STAARALT Utah Alternate Assessment (UAA) Alternate Assessment Virginia Alternate Assessment (VAAP) Portfolio Virginia Alternate Assessment End of Course (VAAP Portfolio EoC) Washington Alternate Assessment Washington Portfolio) System (WAAS Alternate Performance Task As - Task Alternate Performance sessment (APTA) Wisconsin Alternate Assessment (WAA) State South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia West Wisconsin

56 NCEO

2 X X X X X X X No Data Found Publicly Publicly Reported 48 Ye s Ye s Ye s Ye s Tests Partic. Partic. For All For Summary State by And Perf. And Perf. - 48 No No No No No No No No Ye s Ye s Ye s Ye s Per ance form- AA-AAS Used for Title I AA-AAS Used for 48 No No No No No No No No Ye s Ye s Ye s Ye s pation Data for Students with Disabilities for Students with Disabilities for Data for Partici- Subject Areas Total Regular States (N=50) Total Reading, Math, Science (4,8, 11) No information found No information By state Reading, Math, Science, Social Studies Reading, Math, Science, (3,6,8) British Literature, American British Lit., Algebra Literature, Environmental Biology, I & II, Geometry, ChemistryScience, found No information found No information No information found No information Reading, Math, Science found No information Spanish, English, Math, Science (4,8,11) No information found No information Grade 3-8,11 All as - sessed 3-8 EoC 1-12 3-8, 11 Test - Wyo for Proficiency Assessments ming Students Alternate (PAWS- ALT) Alternate Assessment Merged with regular Alternate Assessment Alternate End of Course AlternateUnknown Assessment No data reports found Unknown AlternateUnknown Assessment Alternate Assessment No data reports found Puerto Rican Alternate Assess - ment No data reports found State Wyoming Unique States American Samoa Bureau of Indian Education Commonwealth Commonwealth of Northern Mari - ana Islands U.S.Department U.S.Department Edu - of Defense cation Activity District of Colum - bia Federated States Federated of Micronesia Guam Palau Puerto Rico Republic of Mar - Republic shall Islands

NCEO 57

7 9 No 15% Data Found Publicly Publicly Reported X No Data Found Publicly Publicly Reported 4 52 Ye s 85% Tests Partic. Partic. For All For Summary State by And Perf. And Perf. Only Perf- ance Tests form- For All For - 4 52 Ye s Per 85% For For ance form- Only Tests Some pation Partici- AA-AAS Used for Title I AA-AAS Used for 4 52 and Ye s Perf. Perf. Part. Part. 85% Tests Some pation Data for Students with Disabilities for Students with Disabilities for Data for Partici- Reporting Summary By State and Part. Part. Tests Perf. All Perf. Percent Percent Assessments Used for Title I Assessments Used for - No No No Per ance form- No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated pation Partici - Subject Areas Total Unique States (N=11) Total Reading, Math, Science (5, 8, 11) Total Regular and Unique States (N=61) Total Grade 3-8, 11 Reading, Math Subject Areas Science Math, Language, Biology, Reading, Social Sciences 3-8 Grade 5,7 11, 12 Test )No + Alternate Assessment Test Alabama Reading and Mathematics Test (ARMT Alabama Science As - sessment (ASA) Alabama High School Exam Graduation (AHSGE) State U.S. Virgin U.S. Islands State Regular States Alabama Table B-4. Participation and Performance Data for English Language Learners (ELLs) with Disabilities, General Assessments Used For Title I General Assessments Used For (ELLs) with Disabilities, English Language Learners Data for and Performance Participation B-4. Table 2012-2013 Accountability,

58 NCEO X X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- Ye s and Perf. Perf. Part. Part. Tests Some Reporting Summary By State and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No No Yes Yes Per ELL) ance form- (not all No No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated Yes Yes ELL) pation (not all Partici - Subject Areas Reading, Writing, Math - (3-10) Science ematics, (4,8,10) Reading, Writing, Math - ematics Reading(3-8), Math(3-8), Science (4,8), Writing(5-7) Reading, Writing, Math, Science Reading, Math, Science I, Biology, (7), Algebra Literacy Geometry, ELA (2-11), Math (2-7), Gen Math (8-9), Algebra Math I (7-11), Integrated (8-11) , Geometry (8-11), Math 2 (8-11), Social Integ. HistoryWorld Science (8), (9-11), US History (11), Science (5,8,10), Biology (9-11), Chemistry (9-11), Science 2-4 (9-11) Int. ELA (2-11), Math (2-7), I (7-11, EoC), Algebra Geometry (8-11, EoC) Grade 3-10 10-12 3-8 HS 3-8, EoC 2-11, EoC 2-11 Test Standards Based As - sessments High School Graduation High School Graduation Qualification Exam Arizona’s Instrument Arizona’s to Measure Standards (AIMS) Arizona’s Instrument Arizona’s to Measure Standards (AIMS) HS Augmented Benchmark Augmented Exams (ABE) California Standards Test California Standards Test Scores (CST) Standards Based Tests in Tests Standards Based Spanish (STS) (Not only ELLs) for State Alaska Arizona Arkansas California

NCEO 59 X X X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State Ye s and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No No No Ye s Per ance form- No No No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated Ye s pation Partici - Subject Areas Reading, Math, Writing (3-10), Sci-ence (5,8,10), (3-4) Escritura, Lectura Writing (3- Reading, Math, 8), Science (5,8) Reading, Math, Writing, Science Reading, Math (3-10), Science (5,8,10), Social Studies (4,7) Reading, Math, Science (5,8) Algebra I, Geometry, Biol - I, Geometry, Algebra ogy I Reading, English/ Lan - guage Arts, Math, Science (3-8), Social Studies (3-8) Math I & II, GPS Algebra, Math I & II, GPS Algebra, United GPS Geometry, Econ/ States History, Enterprise, Business/Free Science, Physical Biology, and Literature Ninth Grade Composition Grade 3-10 3-8 10 3-10 3-10 EoC 1-8 EoC Test Transitional Colorado Colorado Transitional Assessment Program (TCAP) Connecticut Mastery Test (CMT) Connecticut Academic Test Performance Delaware Comprehen - Delaware Assessment System sive (DCAS) Florida Comprehen - sive Assess-ment Test 2.0 FCAT (FCAT)/ End of Course Assess - ment Criterion-Referenced Criterion-Referenced Competency Test End of Course Test End of Course State Colorado Connecticut Delaware Florida Georgia

60 NCEO X X X X X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No No No No No Per ance form- No No No No No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated pation Partici - Subject Areas Reading, Math, Science Reading, Math, Science Reading, Math, Science (4, 7) Reading, Math, Science English/Language Arts, Math, Science (4,6), Social Studies (5,7) English, Algebra I, Biol - English, Algebra ogy I Reading, Math Science Reading, Math, Science (4,7,11) Grade 3-8, 10 3-8, 10 3-8 11 3-8 EoC 3-8,11 5,8,11 3-8, 11 Test Hawaii State Assessment Hawaii (HSAP) Program Regular Assessment Illinois Standards (ISAT) Test Achievement - Prairie State Achieve ment Examination (PSAE) - Indiana State-wide Test Education Prog - ing for ress- Plus (ISTEP+) End of Course Assess - ments (ECAs) Iowa Assessment Iowa Iowa Assessment Sci - Iowa ence General Assessment General State Hawaii Idaho Illinois Indiana Iowa Kansas

NCEO 61 X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No No No Per ance form- No No No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated pation Partici - Subject Areas Reading, Math, Science (4,7), Social Studies (5,8), Writing (5,6,8, 10, 11), Language Mechanics (4,6,10) English II, Algebra II, Biol - English II, Algebra US History ogy, Reading, Math (3-8) Sci - ence (4,7), Social Studies (5,8), Language Mechan - ics (4,6) English/Language arts, Social Math, Science, Studies English/Language arts, Social Math, Science, Studies English/Language arts, Social Math, Science, Studies English II, III, Alge - Biology, I, Geometry, bra US History Grade 3-8, 10,11 EoC 3-8 4,8 3,5-7 10,11 EoC Test Kentucky Performance Performance Kentucky Educational Rating for (K-PREP) Progress End of Course Achievement Stanford 10 (Part of K-PREP) Test, Louisiana Educational Assessment Program (LEAP) Integrated Louisiana Integrated Educational Assessment (iLEAP) Program Exit Examina - Graduation tion Tests End of Course State Kentucky Louisiana

62 NCEO X X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State Ye s and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No No No No Ye s Ye s Per ance form- No No No No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated Ye s Ye s pation Partici - Reading, Writing, Math, Science Math, Reading, Science (5,8) Subject Areas Social Studies Science, Reading, Math, Writing (5,8) Algebra/Data analysis, analysis, Algebra/Data - Govern English, Biology, ment English/Language Arts, Math, Science Science (Biology, Chem - Science (Biology, and Intro Physics, istry, Engineering Technology/ Biology Writ - Reading, Math, (3-8), ing (4,7 ) Science (5,8 ), Social Stud - ies (6,9) Reading, Math, Writing,

rd year HS year 3-8 Grade 3-8 EoC 3-8, 10 5,8 11, 3 5, 8-10 HS 11 3-9 Maryland School Assess - ment (MSA) Test New England Compre - New Assessment hensive (NECAP) Program High School Assess - ments (HSA) Massachusetts Com - Assessment prehensive System (MCAS) Maine Educational As - sessment (MEA) Science Maine High School As - sessment STE MCAS Tests Test Biology High School Michigan Merit Examina - tion (MME) Michigan Education Assessment Program (MEAP) Maryland State Maine Massachu - setts Michigan

NCEO 63 X X No Data Found Publicly Publicly Reported Ye s Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State Ye s Ye s and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No Ye s Ye s Ye s Ye s Ye s Per ance form- No No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated Ye s Ye s Ye s Ye s pation Partici - Subject Areas Math Reading (3-8, 10), Math (3- 8), Science (5,8, HS) Reading (not 10), Math (11), Writing (9) Language Arts, Math Science I, Biology Eng - Algebra lish II, US History Arts,Communication Math, Science (5,8) Phase 1 English II, Algebra Phase 1 English II, Algebra Phase 2, English I, Biology, II, Geo-metry, I, Algebra - Govern American History, ment Reading, Math, Science (4,8, 10) Reading, Math, Science (5,8,11), Writing (4,8,11) Grade 11 3-8, HS 3-8 9-11 5,8 EoC 3-8 EoC 3-8, 10 3-8, 11 Test Minnesota Compre - Assessment II hensive (MCA-II) Minnesota Comprehen - Assessment III (MCA sive III) Mississippi Curriculum Test Graduation Exam Graduation Science Tests High school Subject Area Tests Missouri Assessment (MAP) Program Online End of Course As - sessments Criterion Reference Test Criterion Test Reference (CRT) Nebraska State Account - Nebraska ability (NeSA) State Minnesota Mississippi Missouri Montana Nebraska

64 NCEO X X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State Ye s and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No Ye s Ye s Per ance form- No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated Ye s Ye s pation Partici - Math, Language Arts Literacy, Reading, Math, Writing (3,5,8), Social Studies and Science (11) Subject Areas Reading, Math, Science (5,8) Reading, Math, Science, Reading, Math, Science, Writing Reading, Math, Writing (5,8,11), Science (4,8,11) Language Arts Literacy, Language Arts Literacy, Math, Science (4, 8) Biology

th 3-8,10- 11 graders Grade 3-8 HS 3-8, 11 3-8, 11 EoC First time 11 Standards Based As - sessment (SBA) Test Criterion Referenced Test Criterion Test Referenced (CRT) High School Proficiency Exam New England Compre - New Assessment hensive (NECAP) Program New Jersey Assessment Jersey New of Skills and Knowledge (NJASK) New Jersey Biology Jersey New Competency Test High School Proficiency Assessment (HSPA) New Mexico New State Nevada New Hamp - New shire New Jersey New

NCEO 65 X X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State Ye s and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No No Ye s Ye s Per ance form- No No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated Ye s Ye s pation Partici - Subject Areas English Language Arts, Math, Science (4,8) Comprehensive English, Comprehensive US History Global &Gov’t, Alg2/ History & Geography, Integ Alg, Geometry, Trig, etting/ Physical Living Envt, Setting/ Physical Physics, set - Physical Chemistry, ting/Earth Science Reading, Math, Science, Writing, US Global Studies, History and Government Reading, Math, Science (5,8) Math I, Biology, English II, Math I, Biology, Reading/Language Arts, Math, Science (4,8,11) Math, Reading, Science (5,8) Reading, Math, Science, Reading, Math, Science, Social Writing Studies, Grade 3-8 EoC EoC 3-8 EoC 3-8, 11 3-8 HS Test New York State York Testing New (NYSTP) Program Regents Exams Regents Competency Tests End of Grade Multiple End of Grade Choice Test End of Course Multiple Choice General Assessment General Ohio Achievement As - Ohio Achievement sessments (OAA) Ohio Graduation Tests Ohio Tests Graduation (OGT) State New York New North Carolina North Dakota Ohio

66 NCEO X X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State Ye s and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No Ye s Ye s Per ance form- No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated Ye s Ye s pation Partici - Subject Areas Math, Reading, Geography Math, Reading, Geography (7), US History (8), Sci - ence (5,8), Social Studies (5) ACE Algebra I, ACE Al - I, ACE Algebra ACE Geometry, II, ACE gebra English II, III (Writing ACE Biology I, included), ACE US History ACE Reading, Math, Science (5,8,11), Writing (11) Reading, Math, Science (4,8,11) Algebra, Biology and Lit - Algebra, erature Reading, Math, Writing (5,8,11) Science(4,8,11) Grade 3-8 EoI 3-8,11 3-8, 11 11 3-8,11 Test Oklahoma Core Curricu - (OCCT) lum Tests End of Instruction Oregon Assessment of and Skills Knowledge Online (OAKS) Pennsylvania System Pennsylvania of School Assessment (PSSA) Keystone Exam Keystone New England Education New Assessment Program (NECAP) State Oklahoma Oregon Pennsylvania Rhode Island

NCEO 67 X X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Ye s Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No No No No Per ance form- No No No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated Ye s pation Partici - English Language Arts, Math Reading, Math, Science (5, 8,11) Subject Areas English Language Arts, Social Math, Science, Writing (5, 8) Studies, Math, Reading/ Language, Math, Reading/ Language, Science Social Studies, - Algebra/Math Technolo for gies 2, Biology/ Applied Biology 2, English 1,US History and the Constitu - tion Algebra I, Algebra II, Eng - I, Algebra Algebra lish I, English II, III, Biology US History, Math, Reading, Writing (4,7), Science (5,8) Social Studies (8) Reading, Writing, Math, Social Studies Science, year year nd 3-8,11 HS Grade 3-8 3-8 EoC 2 EoC 3-8 EoC South Dakota State Test Test State South Dakota of Educational Progress (DSTEP) Test Palmetto Assessment of Palmetto State Standards Criterion Referenced Criterion Referenced Academic Achievement End of Course Examina - tion High School Assessment Test Program End of Course State of Texas Assess - Texas State of ments of Academic In - Readiness (STAAR) cludes Spanish versions STAAR EoC STAAR South Dakota State South Caro - lina Tennessee Texas

68 NCEO X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- Ye s and Perf. Perf. Part. Part. Tests Some Reporting Summary By State Ye s and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No Ye s Ye s Ye s Ye s Per ance form- No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated Ye s Ye s Ye s Ye s pation Partici - Subject Areas Language Arts, Math, and Science (4-8), Earth Biology, System Science, Physics Chemistry, Writing (reported merged with other tests) Math, Reading, Science (4,8,11), Writing (5,8,11) Reading, Writing, Algebra Biology, I, II, Geometry, Earth Science, Chemistry, Virginia and US History, World HistoryWorld I, II, US History Geography, to 1865, US History from 1865 to present, Civics and Virginia Economics, Studies Reading, Math, Science (3,5,8), History/Social Studies (3,5,8), Writing (5,8) Grade 3-11 5,8 3-8, 11 EoC 3-8 Test Student Assessment of and Excellence Growth (SAGE) Direct Writing Assess - ment (DWA) New England Compre - New Assessment hensive (NECAP) Program End of Course Test End of Course Standards of Learning (SOL) State Utah Vermont Virginia

NCEO 69 X X X No Data Found Publicly Publicly Reported Only Perf- ance Tests form- For All For For For Only Tests Some pation Partici- and Perf. Perf. Part. Part. Tests Some Reporting Summary By State and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No Per ance form- No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated pation Partici -

th Centuries Studies st and 21 Subject Areas Reading, Math, Writing (4,7), Science (5,8) (11) Reading, Writing Math 1/integrated Algebra 1, Geometry/ Integrated Math 2, Biology Math (3-11), Reading/ Lan - guage Arts (3-11) Science, World Social Studies (3-6), Vir - Geography (7), West ginia Studies (8), Algebra Science (9), I (9), Physical Studies to 1900 (9), World Geometry (10), Biology, (10), US Studies to 1900 (10), Chemistry (11), 20 Reading, Math, Language Arts (4,8,10), Science (4,8,10), Social Studies (4,8,10) Grade 3-8 10 EoC 3-11 3-8, 10 Test Measurements of Student (MSP) Progress High School Proficiency Exam (HSPE) End of Course West Virginia West Educational 2 Standards Test Wisconsin Knowledge Wisconsin Knowledge and Concepts Exams (WKCE) State Washington West Virginia West Wisconsin

70 NCEO X X X X 38 No Data Found Publicly Publicly Reported 1 Only Perf- ance Tests form- For All For 1 For For Only Tests Some pation Partici- 3 and Perf. Perf. Part. Part. Tests Some Reporting Summary By State 7 and Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No Per ance form- No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated pation Partici - No Total Regular States (N=50) Total Subject Areas Language Arts, Science, Solving, His - Math Problem Social Science tory, Reading, Math, Science (4,8, 11) Language Arts Reading, Math, Science Reading, Math, Science, Reading, Math, Science, Writing (5,7,11), Social Studies (3,6,8), Chamorro & Carolinian Language Heritage Studies (CCLHS at 4,6,8) World Literature I & II, Literature World & British Lit., American Lit. I & II, Geometry, Algebra Science, Environmental NMI Chemistry, Biology, History & US Government & Economics Grade Elem to HS 3-8, 11 All 3-8 EoC Stanford Achievement Achievement Stanford 10 Test, Individual state admin - istered assessments Standards Based As - sessment End of Course Test Proficiency Assessments Wyoming Students for (PAWS) State Unique States American Samoa Wyoming Bureau of Indian Education Commonwealth Commonwealth of Northern Mar - ianna Islands

NCEO 71 X X X X X X X X 49 11 No 80% Data Found Publicly Publicly Reported 1 0 2% Only Perf- ance Tests form- For All For 1 0 2% For For Only Tests Some pation Partici- 3 0 5% and Perf. Perf. Part. Part. Tests Some Reporting Summary By State 7 0 and 11% Part. Part. Tests Perf. All Perf. Assessments Used for Title I Assessments Used for - No No No No No No No No Per ance form- Percent Percent No No No No No No No No Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated pation Partici - Total Unique States (N=11) Total Total Regular and Unique States (N=61) Total Subject Areas Reading, Math Reading, Math (2-10), Science/ Biology (5,8,HS) Composition (4,7,10) Reading, Math (Reported Island) by Reading, Language Arts, Math Spanish, English, Math, Science (4,8,11) Reading, Math, Science (5, 8, 11) Grade 3-8 2-10, HS 4,6,8,10 1-11 3-8, 11 3-8, 11 Terra Nova Terra District of Columbia As - Comprehensive sessment System Result National Minimum National Minimum Competency Standard- (NMCT) Based Test Stanford Achievement Achievement Stanford 10 Test, No data reports found Puerto Rican Academic Test Achievement No data reports found General Assessment General Test State U.S.Department U.S.Department Edu - of Defense cation Activity District of Co - lumbia Federated Federated States of Micro - nesia Guam Palau Puerto Rico Republic of Mar - Republic shall Islands U.S. Virgin U.S. Islands

72 NCEO X X X X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Ye s Ye s plicable Not Ap - Not Used for Title I Assessments Not Used for ------No No No No No Per ance form- Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated ------No No No No No pation Partici- Subject Areas Reading, Lang. Arts, Math, Reading, Lang. Social Studies, Science, Spelling Reading, Language Arts, Math Math, Reading, Language, Math, Reading, Language, Science (5,7) Writing Writing, English Language Arts, Social Math, Science, Studies Grade 5,7 2, 9 1-9 3,5,8, 11 11 and retest Test Terra Nova Terra All Assessments Used for All Assessments Used for Title I Stanford Achievement Test, Test, Stanford Achievement 10 Iowa Test Iowa Writing Assessments All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I - Georgia High School Gradu ation Test State Alaska Regular States Alabama Arizona Arkansas Georgia Florida Delaware Connecticut Colorado California Table B-5. Participation and Performance Data for English Language Learners (ELLs) with Disabilities, General Assessments Not Used for Title I General Assessments Not Used for (ELLs) with Disabilities, English Language Learners Data for and Performance Participation B-5. Table 2012-2013 Accountability,

NCEO 73 X X X X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s plicable Not Ap - Not Used for Title I Assessments Not Used for - - - - - No No No No No No Per ance form- Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated - - - - No No No No No No pation Partici- Subject Areas Algebra I, Algebra II, Biology I, Algebra Algebra WritingI, Expository I and/or History U.S. Reading Reading Math, Reading English (9,11,12) Geometry, English (9,11,12) Geometry, II, PreCalculus, Algebra Earth and Space Physics, Anatomy Chemistry, Science, Integrated & Physiology, US His - & Physics, Chem. - Geogra Govern-ment, tory, World World Economics, phy, History Math, Reading Grade EoC K-3 3 8 EoC HS Test End of Course Idaho Reading Indicator - Indiana Reading Evalu ation and Determination (IREAD-3) All Assessments Used for All Assessments Used for Title I Explore All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Indiana Course-Aligned As - sessments All Assessments Used for All Assessments Used for Title I PLAN State Hawaii Idaho Indiana Illinois Kentucky Kansas Iowa Louisiana

74 NCEO X X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Ye s Ye s plicable Not Ap - Not Used for Title I Assessments Not Used for ------No No No No No Per ance form- Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated ------No No No No No pation Partici- Subject Areas Critical Reading, Math Prob - lem Solving, Writing English/Language Arts, Math Science (Biology, Chemistry, Chemistry, Science (Biology, - Technol and Intro Physics, ogy/ Engineering Biology Reading, Writing, Math Grade 10 10 10 HS Not found Test Preliminary Stanford Preliminary Stanford (PSAT) Test Achievement Massachusetts Comprehen - Assessment System sive (MCAS) All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I STE MCAS Tests Test Biology High School Test Stanford Achievement State Maine Massachusetts Maryland Montana Missouri Mississippi Minnesota Michigan

NCEO 75 X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s plicable Not Ap - Not Used for Title I Assessments Not Used for - - - - No No No No No No No No Per ance form- Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated - - - No No No No No No No No pation Partici- Subject Areas Reading, Math Reading, Math Reading, Math Reading, Math Reading, Math Reading, Math Reading, Math Reading, Math Grade 5,8 3-11 10-11 4, 8 3-11 4-9,11 8 HS Test California Achievement Test Test California Achievement (CAT) All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Iowa Test of Basic Skills Test Iowa of Educational Test Iowa Development Metropolitan Achievement Test Nova Terra SAT Explore PLAN State Nebraska New Jersey New New Hamp - New shire Nevada

76 NCEO X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Ye s Ye s Ye s plicable Not Ap - Not Used for Title I Assessments Not Used for ------No No No Per ance form- Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated ------No No No pation Partici- Subject Areas Reading, Math English III, Writing , Algebra English III, II, Biology & Chem., US His - tory [starting in 2014 Spanish of Engl/ language version writing III] Varies Grade 10-11 EoC/ HS HS Test Standards Based Assess - - ment High School Gradua tion Assessment All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I End of Course Exams Alternate Assessment High School Graduation State New Mexico New Pennsylvania Oregon Oklahoma Ohio North Dakota North Carolina New York New

NCEO 77 X X No Data Found Publicly Publicly Reported - Per Only ance Tests form- For All For and Perf. Perf. Part. Part. Tests Some Ye s and Part. Part. Tests Perf. All Perf. Reporting Summary By State Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s plicable Not Ap - Not Used for Title I Assessments Not Used for ------No No Ye s Per ance form- Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated ------No No Ye s pation Partici- Subject Areas Writing Algebra 1/integrated Math 1, 1/integrated Algebra Geometry/ Math Integrated 2, Biology English Language Arts, Social stud - Math, Science, ies Grade 3-11 EoC 10-11 Test Writing All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I End of Course All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I Texas Assessment of Know- Texas ledge and Skills (TAKS) All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I State Tennessee South Dakota South Carolina Rhode Island Washington Virginia Vermont Texas Utah Wisconsin West Virginia West

78 NCEO X X 15 No Data Found Publicly Publicly Reported - 0 Per Only ance Tests form- For All For 0 and Perf. Perf. Part. Part. Tests Some 1 and Part. Part. Tests Perf. All Perf. Reporting Summary By State 34 Ye s Ye s Ye s Ye s plicable Not Ap - Not Used for Title I Assessments Not Used for - - - - - No No No No No Per ance form- Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated - - - - No No No No No pation Partici- Total Regular States (N=50) Total Subject Areas Math, Reading Language Arts, Science, Solv - Mathematical Problem Social Science ing, History, Math, Reading Writing Writing in 2014 2013 only, (3-8 is for 3,5 and 7) grades for Grade 9 3,5,6,8,9, 11 HS 3-8 3-8,11 Test Explore Stanford Achievement Test, Test, Stanford Achievement 10 Plan Writ - Student Assessment of ing Skills (SAWS) Student Assessments of Writing Skills –Alternate (SAWS-ALT) All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I State Wyoming Common - of wealth Northern Mari - anna Islands Bureau of Indian Educa - tion Unique States American Samoa District of Co - lumbia U.S. Depart - U.S. ment of De - Educa - fense tion Activity

NCEO 79 1 16 No 26% Data Found Publicly Publicly Reported - 0 0 0% Per Only ance Tests form- For All For 0 0 0% and Perf. Perf. Part. Part. Tests Some 0 1 2% and Part. Part. Tests Perf. All Perf. Reporting Summary By State 10 44 Ye s Ye s Ye s Ye s Ye s Ye s 72% plicable Not Ap - Not Used for Title I Assessments Not Used for ------Per ance form- Percent Percent Disaggregated Data for ELLs with Disabilities for General ELLs with Disabilities for Data for Disaggregated ------pation Partici- Total Unique States (N=11) Total Total Regular and Unique States (N=61) Total Subject Areas Grade Test All Assessments Used for All Assessments Used for Title I No data reports found All Assessments Used for All Assessments Used for Title I No data reports found All Assessments Used for All Assessments Used for Title I All Assessments Used for All Assessments Used for Title I State U.S. Virgin U.S. Islands Republic of Republic Marshall Islands Puerto Rico Palau Guam Federated Federated States of Micronesia

80 NCEO X X X No Data Found Publicly Publicly Reported All Tests Perform- ance For ance For Summary Ye s Ye s Ye s Ye s Ye s Ye s Tests Partic. Partic. For All For And Perf. And Perf. - No No No Ye s Ye s Ye s Ye s Ye s Ye s Per ance form- For AA-AAS Used for Title I For AA-AAS Used for No No No Ye s Ye s Ye s Ye s Ye s Ye s Disaggregated Data for ELLs with Disabilities Data for Disaggregated pation Partici- Subject Areas Reading, Math (3-8,11), Science (5,7,11) Reading, Writing, Math (3-10) Science Reading, (4,8,10) Reading, Math, Science English Language Arts and Math I and (3-8,11), Science (5,7), Algebra Geometry (9), Biology (10) ELA (2-11), Math Science II (5,8,10), and these subjects in levels to V. Reading, Math, Writing (3-10), Science Reading, Math, (5,8,10) - Math, Reading, Commu Access Skills, nication Reading, Math (2-10), Science (5,8,10), Social Studies (4,7,9) Reading, Math, Science (5,8,11) Grade 3-8, 11 3-10 3-8, HS 3-11 2-11 3-10 3-8 2-10 3-10 Test Alabama Alternate Assess - ment (AAA) Alaska Alternate Assessment Arizona’s Instrument to Arizona’s Measure Standards Alternate (AIMS-A) Arkansas Alternate Portfolio - AlternateCalifornia Perfor mance Assessment (CAPA) Colorado AlternateColorado Assess - ment (CoAlt) Skills Checklist Delaware Comprehensive Comprehensive Delaware Assessment System Alternate (DCAS-Alt) Florida Alternate Assessment (FAA) State Regular States Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Table B-6. Participation and Performance Data for English Language Learners (ELLs) with Disabilities, Alternate Assessments Based on (ELLs) with Disabilities, English Language Learners Data for and Performance Participation B-6. Table 2012-2013 Title I Accountability System, (AA-AAS) Used for Standards Achievement

NCEO 81 X X X X X X X No Data Found Publicly Publicly Reported Ye s All Tests Perform- ance For ance For Summary Ye s Ye s Ye s Tests Partic. Partic. For All For And Perf. And Perf. - No No No No No No No No Ye s Ye s Ye s Ye s Per ance form- For AA-AAS Used for Title I For AA-AAS Used for No No No No No No No No No Ye s Ye s Ye s Disaggregated Data for ELLs with Disabilities Data for Disaggregated pation Partici- Reading, Math, Writing (4,7, HS), Sci - Reading, Math, ence (5,8, HS) Math, Reading, Science (5,8,10) Subject Areas English/Language Arts, Math, Science, Social Studies Reading, Math, Science (4,8,10) Reading, Math, Science Reading, Math, Science (4,7,11) English/Language Arts, Math, Science (4,6), Social Studies (5,7), Biology (10) Reading, Math Science Reading, Math, Science (4,7, 11) Reading (3-9), Math (3-8,10), Writing Reading (3-9), Math (3-8,10), (4,5,6, 8,10,11), Science (4,7,11), Social Studies (5,8,12) English/Language arts, Math, Science year year rd HS 3-8,10 Grade 3-8, 11 3-8,10 3-8,10 3-8,11 3-8, 10 3-8,11 5,8,11 3-8, 11 3-12 3-11 2-8, 10 & 3 Alternate Maryland School As - sessment (ALT-MSA) Test Georgia Alternate Assessment Alternate Assessment Alternate Assessment Illinois Alternate Assessment (IAA) Indiana Standards Tool for for Tool Indiana Standards Alternate Reporting (ISTAR) Iowa Alternate Assessment Iowa (IAA) Iowa Alternate Assessment Iowa Science Kansas Alternate Assessment (KAA) - Perfor Alternate Kentucky Educational mance Rating for (K-PREP) Progress Louisiana Alternate Assess - ment 1 Maine Personalized Alter - Maine Personalized nate Assessment Portfolio (MEPAAP) Maryland State Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine

82 NCEO X X X No Data Found Publicly Publicly Reported Ye s Ye s All Tests Perform- ance For ance For Summary Ye s Ye s Ye s Tests Partic. Partic. For All For And Perf. And Perf. - No No No Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s Per ance form- For AA-AAS Used for Title I For AA-AAS Used for No No No No No No Ye s Ye s Ye s Ye s Ye s Ye s Disaggregated Data for ELLs with Disabilities Data for Disaggregated pation Partici- Subject Areas English/Language Arts, Math, Science Engineering (5,8-10) Technology/ and Accessing Print, Math, Expressing Ideas (4, 7), Science (5,8) Reading, Math, Science (5,8) Reading, Math, Science (5,8) Math Reading (3-8, 10), Math (3-8), Science (5,8, HS) Language Arts, Math, Science (5,8) Language Arts, Math, Science Communication Arts,Communication Math (3-8, 11), Science (5,8,11) Reading, Math, Science (4,8, 10) Reading, Math, Science (5,8,11), Writ - Reading, Math, Science (5,8,11), ing (8,11) Reading, Math, Science (5,8,11), Writ - Reading, Math, Science (5,8,11), in 2013 ing not given Grade 3-10 3-8 3-8 3-8 11 3-8, HS 3-8 HS 3-8,11 3-8, 10 3-8, 11 3-8, 11 Test Massachusetts Comprehen - Assessment System sive Alternate (MCAS-Alt) Michigan Access (MI-Access) Functional Independence Michigan Access (MI-Access) Supported Independence Michigan Access (MI-Access) Participation MTAS MTAS III MTAS Mississippi Alternate Assess - ment of the Extended Curricu - lum Frameworks MS Alternate Assessment of the Extended Curricular Secondary Frameworks Missouri Assessment Program Missouri Assessment Program Alternate (MAP-A) CRT- Alternate CRT- Alternate Assessment Nevada Alternate Assessment Nevada (NAA) State Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada

NCEO 83 X X X X No Data Found Publicly Publicly Reported All Tests Perform- ance For ance For Summary Ye s Ye s Ye s Tests Partic. Partic. For All For And Perf. And Perf. - No No No No No Ye s Ye s Ye s Ye s Per ance form- For AA-AAS Used for Title I For AA-AAS Used for No No No No No Ye s Ye s Ye s Ye s Disaggregated Data for ELLs with Disabilities Data for Disaggregated pation Partici- Subject Areas Reading, Math (2-7,10) Science (4,8,11), Writing (4,7,10) Language Arts Literacy, Math, Science Language Arts Literacy, (4, 8, EoC) Reading, Math (No Social Studies) English Language Arts, Math, Science (4,8, HS), Social Studies (HS) Reading, Math, Science (5,8) Math I, Biology, English II Math I, Biology, Reading/Language Arts, Math, Science English/Language Arts, Math, Science (5,8) English/Language Arts, Math, Science, Social Studies Grade 2-7, 10,11 3-8, 11 3-8, HS 3-8, HS 3-8 10 3-8, 11 3-8 HS Test New Hampshire alternateNew learning assess - progression ment (NH ALPS) Alternate Proficiency Assess - ment Alternative Performance As - Alternative Performance sessment (NMAPA) New York State Alternate As - York New sessment (NYSAA) North Carolina Extend 1 (NCEXTEND1) North Carolina Extend 1 (NCEXTEND1) North Alternate Dakota As - sessment 1 (NDAA1) Alternate Assessment for Alternate Assessment for Dis - Students with Cognitive abilities (AASCD) Alternate Ohio Graduation Test Test Alternate Ohio Graduation (OGT-AASCD) State New Hampshire New New Jersey New New Mexico New New York New North Carolina North Dakota Ohio

84 NCEO X X X X X X No Data Found Publicly Publicly Reported All Tests Perform- ance For ance For Summary Ye s Ye s Ye s Ye s Tests Partic. Partic. For All For And Perf. And Perf. - No No No No No No Ye s Ye s Ye s Ye s Ye s Per ance form- For AA-AAS Used for Title I For AA-AAS Used for No No No No No No Ye s Ye s Ye s Ye s Ye s Disaggregated Data for ELLs with Disabilities Data for Disaggregated pation Partici- Subject Areas Math, Reading, Science (5,8), Geog - Writing (5,8), Social Studies, raphy, I, English II/Writing,Algebra Biology, Others only if student took US History, English II, Geometry, Algebra courses: III/Writing Reading, Math, Science (5,8,11), Writ - Reading, Math, Science (5,8,11), ing (11) Reading, Math, Science (4,8,11) Reading, Math, Writing (4,7,10), Sci - Reading, Math, ence (4,8,11) English Language Arts, Math, Science, Social Studies (and HS Biology) Reading, Math, Science (5,8,11) Math, Reading /Language, Science Math, Reading /Language, Math, Reading, Writing (4,7), Science Math, Reading, (5,8) Social Studies (8) Social Studies Reading, Math, Science, Language Arts, Math, and Science Math, Reading, Science (4,8,11) Grade 3-8, EoI 3-8,11 3-8, 11 2-8,11 3-8, 10 3-8,11 3-12 3-8 EoC 3-11 3-8,11 Test Oklahoma Alternate Assess - (OAAP) ment Program OAKS Extended OAKS Pennsylvania Alternate Pennsylvania (PASA) Rhode Island Alternate As - sessment (RIAA) South Carolina Alternate (SC- ALT) Alternate (DSTEP A) Alternate Assessment State of Texas Assessments of Texas State of Academic Readiness Alternate (STAARALT) STAARALT EoC STAARALT Utah Alternate Assessment (UAA) Alternate Assessment State Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont

NCEO 85 X X X X X X 26 No Data Found Publicly Publicly Reported 3 All Tests Perform- ance For ance For Summary 21 Ye s Ye s Tests Partic. Partic. For All For And Perf. And Perf. - 24 No No No No No No No Ye s Ye s Ye s Per ance form- For AA-AAS Used for Title I For AA-AAS Used for 21 No No No No No No No Ye s Ye s Ye s Disaggregated Data for ELLs with Disabilities Data for Disaggregated pation Partici- Total Regular States (N=50) Total Subject Areas Reading, Writing (5,8) History/SocialReading, Math, Science (3,5,8) Science, Writing, History/SocialReading, Sci - Math, Science ence, Reading, Math, Writing (4,7), Science Reading, Math, (5,8) Math, Reading/Language Arts (3-8, 11), Science (4,6, 10) Reading, Math, Language Arts (4,8,10), Science (4,8,10), Social Studies (4,8,10) Reading, Math, Science (4,8, 11) found No information By state in BIE Reading, Math, Science, Social Studies Reading, Math, Science, (3,6,8) British Lit, American I & II, Lit, Algebra Sci - Environmental Biology, Geometry, Chemistryence, Grade 3-8 EoC 3-8 3-8, 10 3-8, 10 3-8,11 All as - sessed 3-8 EoC Test Virginia Alternate Assessment (VAAP) Portfolio Virginia Alternate Assessment End of Course (VAAP Portfolio EoC) Washington Alternate Assess - Washington Port) ment System (WAAS Alternate Performance Task Alternate Task Performance Assessment Wisconsin Alternate Assess - ment (WAA) Proficiency Assessments for Proficiency Assessments Students Alternate Wyoming (PAWS-ALT) Alternate Assessment Alternate Assessment Alternate Assessment Alternate End of Course State Virginia Washington West Virginia West Wisconsin Wyoming Unique States American Sa - moa Bureau of Indian of Bureau Education Commonwealth Commonwealth of Northern Marianna Is - lands

86 NCEO X X X X X X X X 11 37 No 61% Data Found Publicly Publicly Reported 3 5% All Tests Perform- ance For ance For Summary 21 34% Tests Partic. Partic. For All For And Perf. And Perf. - 0 24 No No No No No No No No Per 39% ance form- For AA-AAS Used for Title I For AA-AAS Used for 0 21 No No No No No No No No 34% Disaggregated Data for ELLs with Disabilities Data for Disaggregated pation Partici- Percent Percent Total Unique States (N=11) Total Subject Areas No information found No information No information found No information No information found No information Reading, Math, Science No information found No information Spanish, English, Math, Science (4,8,11) No information found No information Reading, Math, Science (5, 8, 11) Total Regular and Unique States (N=61) Total Grade 1-12 3-8, 11 3-8, 11 Test Alternate Assessment No data reports found Alternate Assessment Alternate Assessment No data reports found Puerto Rican Alternate As - sessment No data reports found Alternate Assessment State U.S.Department U.S.Department Edu - of Defense cation Activity District of Co - lumbia Federated Federated States of Micro - nesia Guam Palau Puerto Rico Republic of Mar - Republic shall Islands U.S. Virgin U.S. Islands

NCEO 87 X X X X X X No Data Found tests Perform. Perform. for some for Part. and Part. Summary ELLs with Disabilities Ye s Ye s Ye s ance Partici- perform- pation and X No Data Found - Disaggregated Data for AA-MAS Data for Disaggregated Per Only ance form- Summary Ye s Ye s Ye s Ye s Ye s Ye s Ye s Ye s ance Students with Disabilities Partici- Perform- pation and ELA, Math, Science (4,6), Social Studies (5,7) Reading (5-8, 10), Math (5,8) Reading, Math, Science (5,8) English II Math I, Biology, Reading, Math Reading, English/Language Arts, Math Reading, Math English/Language arts, Math, Social Studies Science, Analy - English, Algebra/Data Government Biology, sis, Math (11) ELA (3-11), Math (3-7), Alge - I (7-11, EoC) Geometrybra (8-11, EoC), Science (5,8, and Science) 10 Life Subject Areas 3-8 5-8 3-8 EoC 3-8 3-8 Any 4-8 EoC 5-8, 10-11 3-11 Grade Indiana Modified Achievement Indiana Modified Achievement (IMAST) Standards Test Modified Assessment III North Carolina Extend 2 (NCEXTEND2) North Carolina Extend 2 (NCEXTEND2) Modified assessment Compe - Criterion-Referenced tency Test-Modified KAMM Louisiana Alternate Assess - ment 2 Modified High School Assess - ments Modified Assessment II California Modified Assessment California (CMA) Test Indiana North Caro - lina Connecticut Georgia Kansas Louisiana Maryland Minnesota Regular States California State Table B-7. Participation and Performance Data for Students with Disabilities and ELLs with Disabilities, Alternate Assessments Based on Modified Alternate B-7. Participation and Performance Data for Students with Disabilities ELLs Disabilities, Table 2012-2013 Accountability, I Achievement Standards (AA-MAS) Used for Title

88 NCEO 7 X No 54% Data Found 1 8% tests OMAAP Perform. Perform. for some for Partic for Partic for Part. and Part. Summary ELLs with Disabilities 5 Ye s Ye s 38% ance Partici- perform- pation and 1 No 8% Data Found - 0 Disaggregated Data for AA-MAS Data for Disaggregated 0% Per Only ance form- Summary 12 Ye s Ye s Ye s Ye s 92% ance Students with Disabilities Partici- Perform- pation and Percent Percent Math Reading, Writing, Math, Sci - Reading, Social Studies ence, English Language Arts, Math, Social studies Science, Math Reading/Language Arts, Math, Science (4,8, 11) Math, Reading, Science (5,8) Algebra I, English II (WritingAlgebra included), Biology I, US His - tory Writing (4,7), Math, Reading, Science (5,8) Social Studies (8) Subject Areas Total Regular States with MAS (N=13) Total HS EoC 10-11 3-8 3-8, 11 3-8 EoI 3-8 Grade Virginia Modified Achievement Virginia Modified Achievement (VMAST EoC) Test Standards STAAR M EoC STAAR - Assessment of Knowl Texas edge and Skills Modified (TAKS-M) Virginia Modified Achievement (VMAST) Standards Test North Alternate Dakota Assess - ment 2 (NDAA2) Oklahoma Modified Alter - nate Assessment Program (OMAAP) End of Instruction Modified Assessments of Texas State of Academic Readiness Modified M) (STAAR Test Virginia North Dakota Oklahoma Texas State

NCEO 89 - - 1 Ye s Per ance form- 100% Y Y Y Y N N N N Rate ticipation tor for Par tor for Denomina - ELLs with Disabilities 1 Ye s 100% pation Partici- 4 - 1 Ye s Per 3 ance form- 100% 2 X X X Disabilities 1 Disaggregated Data for AA-GLAS Data for Disaggregated Students with Ye s 100% pation Partici- 1 X X X X X Percent Percent Number of Approaches Used Number of Approaches 0 Method Unclear ------X X Tests Merged Grades and Grades Total Regular States with GLAS (N=1) Total ------X X Subject Areas Reading, History/Social Science(3), Science (3,5,8) Writing (5,8) Tests Merged By Grade; By Grade; Grade 3-8 ------X X Test Merged Grades; By Grades; Participation Rate Method ReportedParticipation 1 - - - X X X X X By Grade By Grade and Test by X X X X X X X X States Report - ing Rates Test Virginia Grade Level Alternate Assess - Level Virginia Grade EoC test appears discon - ment (VGLAA) tinued. 2 Connecticut Delaware Colorado State States Regular States Virginia California Arkansas Alaska Arizona Regular States Alabama Table B-8. Participation and Performance Data for Students with Disabilities and ELLs with Disabilities, Alternate Assessments Based on Grade Students with Disabilities and ELLs Disabilities, Data for and Performance Participation B-8. Table 2012-2013 Title I Accountability, (AA-GLAS) Used for Standards Achievement Level Table B-9. Ways States Disaggregated Participation Data for Students with Disabilities for General Assessments, 2012-2013 General Assessments, Students with Disabilities for Data for Participation States Disaggregated Ways B-9. Table

90 NCEO - Y Y Y Y Y Y Y Y N N N N N N N N N N N N N N N N N N Rate ticipation tor for Par tor for Denomina - 4 3 2 X X X X X X 1 X X X X X X X X X Number of Approaches Used Number of Approaches 0 X X X X X X X X X X X Method Unclear ------X X X X X X X X Tests Merged Grades and Grades ------X X X X X X Tests Merged By Grade; By Grade; ------X X Test Merged Grades; By Grades; Participation Rate Method ReportedParticipation 1 ------X X X X X By Grade By Grade and Test by ------X X X X X X X X X X X X X X X States Report - ing Rates 7 5 6 3 4 Nebraska North Dakota North Carolina Montana Iowa Massachusetts York New Maryland Maine Missouri Illinois Indiana Minnesota Mississippi Mexico New Hawaii Idaho Louisiana Hampshire New Michigan Jersey New Georgia Kansas Kentucky Nevada States Florida

NCEO 91 - Y Y Y Y Y Y Y Y N N N N N N N N N N N Rate ticipation tor for Par tor for Denomina - 2 4 X X 0 3 2 X X X X X 14 1 X X X X X X 19 Number of Approaches Used Number of Approaches 0 X X X X X X 15 0 Method Unclear ------X X X X X X X X X X 19 Tests Merged Grades and Grades ------X X X X X 13 Tests Merged By Grade; By Grade; ------7 X X X Test Merged Grades; By Grades; Participation Rate Method ReportedParticipation 1 ------X X X X X X 16 By Grade By Grade and Test by ------X X X X X X X X X X X X X 35 States Report - ing Rates 8 9 Bureau of Indian Education of Commonwealth Northern Marianna Islands Washington Texas Vermont Virginia Regular Total States (N=50) Unique States American Samoa South Dakota Tennessee Wyoming Utah South Carolina Virginia West Wisconsin States Rhode Island Oregon Pennsylvania Ohio Oklahoma

92 NCEO - Y N N N N N N N Rate ticipation tor for Par tor for Denomina - 0 2 4 0 0 3 2 2 X X 16 2 1 X 21 Number of Approaches Used Number of Approaches 7 0 X X X X X 22 0 0 Method Unclear ------3 X X 22 Tests Merged Grades and Grades - - - - - 3 X X X 16 Tests Merged By Grade; By Grade; ------0 7 Test Merged Grades; By Grades; Participation Rate Method ReportedParticipation 1 ------1 X 17 By Grade By Grade and Test by - - - - - 4 X X X 39 States Report - ing Rates number reporting participation rates by grade and test here does not match the ten states in Figure 13 because eight with footnotes this column were

Florida reported participation rate by grade but accommodated status. Iowa reported participation rate by grade, but accommodated status. Massachusetts reported participation rate by grade, but accommodated status and % not tested. Nebraska reported participation rate by grade, but denominator is based on all students enrolled in grade. New Hampshire reported participation data by grade, but as percentage of all students enrolled in grade. Rhode Island reported participation data by grade, but as percentage of all students enrolled in grade. Texas reported participation rate for students with disabilities by grade only for TAKS 11 grade assessment. 11 TAKS reported participation rate for students with disabilities by grade only for Texas U.S. Virgin Islands U.S. Unique Total States (N=11) All Regu - Total lar and Unique States (N=61) Republic of Mar - Republic shall Islands Puerto Rico Palau Guam States Federated States Federated of Micronesia District of Colum - bia U.S. Department of U.S. Education Defense Activity The total California reported participation rate by grade but as percentage of all students enrolled in grade. 1 included in the figure for reasons given footnotes. 2 3 4 5 6 7 8 9

NCEO 93 ------X X X Percent of Percent No Scores Students with ------X X X X X scores dents with No Number of Stu ------X X Scores Number of Students with ) 1 ------X X X X* Students Percent of Percent not Tested

2 3 4 5 ------X X X X X X X X X X* X* X* X* X* X* X* Percent Percent Participa- ting in Test ------X X X Students Participation Data ReportedParticipation On General Assessments Number of Not Tested - - - X X X X X X X X X X X X X X X X X X* X* Tested Students Number of ------X X X X X X X X X* X* X* Number En - to be Tested rolled/ Eligible rolled/ Eligible State Regular States Alabama Kansas Georgia Colorado Illinois Michigan Alaska Kentucky Hawaii Connecticut Indiana Arizona Louisiana Idaho Delaware Iowa Arkansas Maine Florida California Maryland Massachusetts Table B-10. How Participation was Reported in States for the General Assessments, 2011-2012 the General Assessments, was Reported Participation in States for How B-10. Table There is an asterisk and test. after the state name if did not report grade data by (Note:

94 NCEO ------X* Percent of Percent No Scores Students with ------X X X X X X* scores dents with No Number of Stu ------X X X X X X* X* Scores Number of Students with ------X X X X* X* X* Students Percent of Percent not Tested 6 7 8 9 ------X X X X X X X X X* X* X* X* X* X* X* Percent Percent Participa- ting in Test ------X X X X X X X* Students Participation Data ReportedParticipation On General Assessments Number of Not Tested - - - - X X X X X X X X X X X X X X X X X X* X* X* Tested Students Number of ------X X X X X X X X X X* X* X* X* Number En - to be Tested rolled/ Eligible rolled/ Eligible Ohio State Minnesota Nevada South Carolina New Jersey New Oklahoma Utah Mississippi New Hampshire New South Dakota New Mexico New Oregon Vermont Missouri Tennessee New York New Pennsylvania Virginia Montana North Carolina Texas Rhode Island Nebraska North Dakota

NCEO 95 ------6 0 X X Percent of Percent No Scores Students with ------0 X X 13 scores dents with No Number of Stu ------9 1 X Scores Number of Students with ------1 X X* X* 12 Students Percent of Percent not Tested ------4 X X X* X* X* X* X* 34 Percent Percent Participa- ting in Test ------0 X X* 12 Students Participation Data ReportedParticipation On General Assessments Number of Not Tested ------1 X X X* 41 Tested Students Number of ------1 X X* X* 26 Number En - to be Tested rolled/ Eligible rolled/ Eligible State Washington Guam West Virginia West Palau Wisconsin Puerto Rico Wyoming Republic of Marshall Republic Islands Total Regular States Total (N=50) Unique States American Samoa U.S. Virgin Islands U.S. Bureau of Indian Educa - tion Total Unique States Total (N=11) Commonwealth of NorthCommonwealth - ern Marianna Islands U.S. Department of De - U.S. Education Activity fense District of Columbia Federated States of Micro - Federated nesia

96 NCEO - - - - - 6 Percent of Percent No Scores Percent of Percent No Scores Students with Students with - - - - - 13 scores No scores Number of Students with dents with No Number of Stu - g grades - - - X X 10 Scores Scores Number of Students with Number of Students with - - - - - ) 1 13 Students Percent of Percent not Tested Students Percent of Percent not Tested - X X X* X* 38 in Test Percent Percent Percent Percent Participa- Participating ting in Test Participation Data ReportedParticipation On AA-AAS - - - - - 12 Tested Students Participation Data ReportedParticipation On General Assessments Number of Number of Not Tested Students Not - - - X X 42 Tested Tested Students Students Number of Number of - - - - X 27 be Tested Number En - to be Tested Number En - rolled/ Eligible rolled/ Eligible rolled/Eligible to rolled/Eligible Florida reported participation rate by grade but accommodated status. Iowa reported participation rate by grade, but accommodated status. Massachusetts reported participation rate by grade, but accommodated status and % not tested. Nebraska reported participation rate by grade, but denominator is based on all students enrolled in grade. New Hampshire reported participation data by grade, but as percentage of all students enrolled in grade. Rhode Island reported participation data by grade, but as percentage of all students enrolled in grade. Texas reported participation rate for students with disabilities by grade only for TAKS 11 grade assessment. 11 TAKS reported participation rate for students with disabilities by grade only for Texas California Arkansas Arizona Alaska State All Regular and Total Unique States (N=61) State Regular States Alabama Other methods (besides by grade and test) = merging grades tests, test mergin California reported participation rate by grade but as percentage of all students enrolled in grade. 1 2 3 4 5 6 7 8 9 2011-2012 Standards, the Alternate Assessments based on Achievement was Reported Participation in States for How B-11. Table There is an asterisk and test. after the state name if did not report grade data by (Note:

NCEO 97 ------X Percent of Percent No Scores Students with ------X X X No scores Number of Students with ------X* Scores Number of Students with ------X X X* X* Students Percent of Percent not Tested ------X X X X X X X X X* X* X* X* X* X* X* X* in Test Percent Percent Participating Participation Data ReportedParticipation On AA-AAS ------X X X Tested Number of Students Not ------X X X X X X X X X X X X X X X X X X* Tested Students Number of ------X X X X X X X X* X* X* X* be Tested Number En - rolled/Eligible to rolled/Eligible New Hampshire New Nevada Nebraska Montana Kansas Kentucky Missouri Iowa Minnesota Mississippi Illinois Indiana Michigan Idaho Massachusetts Hawaii Maryland Florida Georgia Maine Delaware Louisiana Connecticut State Colorado

98 NCEO ------4 X X X* Percent of Percent No Scores Students with ------9 X X X X X X* No scores Number of Students with ------7 X X X X* Scores Number of Students with ------X* X* X* X* X* X* 10 Students Percent of Percent not Tested ------X X X X X X* X* X* X* X* X* X* 32 in Test Percent Percent Participating Participation Data ReportedParticipation On AA-AAS ------X X X X X X* X* X* X* 12 Tested Number of Students Not ------X X X X X X X X X X X X* X* X* X* 35 Tested Students Number of ------X X X X X X* X* X* X* X* X* 23 be Tested Number En - rolled/Eligible to rolled/Eligible South Dakota South Carolina Total Regular States Total (N=50) Pennsylvania Rhode Island Wyoming Oregon West Virginia West Wisconsin Ohio Oklahoma Washington North Dakota Vermont Virginia North Carolina Texas Utah New York New Tennessee New Mexico New State New Jersey New

NCEO 99 ------0 4 Percent of Percent No Scores Students with ------0 9 No scores Number of Students with g grades ------0 7 Scores Number of Students with ------1 X* 11 Students Percent of Percent not Tested ------4 X X* X* X* 36 in Test Percent Percent Participating Participation Data ReportedParticipation On AA-AAS ------0 12 Tested Number of Students Not ------2 X X* 37 Tested Students Number of ------1 X* 24 be Tested Number En - rolled/Eligible to rolled/Eligible Total Unique States Total (N=11) All Regular and Total Unique States (N=61) State Unique States American Samoa Bureau of Indian Educa - tion of NorthCommonwealth - ern Marianna Islands Department of De - U.S. Education Activity fense District of Columbia States of Micro - Federated nesia Guam Palau Puerto Rico of Marshall Republic Islands Virgin Islands U.S.

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

100 NCEO ------pation Rate across all assessments ted for STAAR-M in grade STAAR-M ted for Yes, Total enrolled in grade enrolled in grade Total Yes, Yes, Total documents submit - Total Yes, Yes, All students with disabili - Yes, ties merging grades and tests ties merging grades - the Partici Denominator for - - - - - disability other tests Number tested Number tested Number tested (absent and other) at/above proficiency at/above Number tested, percent of Number, percent of all stu - Number, Number and percent tested, Data (e.g., Number Tested) Number Data (e.g., Number tested, merged with Reports Other Participation enrolled, students with scores Number tested, average scale Number tested, average score, percent at goal, score, dents, percent of students with dents, number and percent not tested number ------6 X X X X X X Tests Merged Grades and Grades ------1 X By Grade; By Grade; Merged Tests ------1 X Merged Participation Rate ReportedParticipation Grades; Test by Grades; ------3 X X X By Grade By Grade and Test by State Virginia Regular Total States with AA- MAS (N=13) California California Connecticut Georgia Indiana Kansas Louisiana Maryland Minnesota North Carolina North Dakota Oklahoma Texas Table B-12. Summary of How States Reported Participation Rates on the Alternate Assessment Based on Modified Achievement Standards (AA- Standards States Reported Summary Rates on the Alternate Assessment Based Modified Achievement of How Participation B-12. Table 2011-2012 MAS),

NCEO 101 Not Clear 4 3 X 2 X X 1 X X X X Number of Approaches Used Number of Approaches 0 ------Method Unclear Unclear - - - - - X X Grades Merged Merged and Test - - - - - X X for One or for More Grades Merged Tests Tests Merged - - - - - X X Tests Grades Merged Grades Merged for One or More for - - X X X X X Reporting Some Data by Some Data by Grade and Test Ohio Maine Alaska Virginia Oregon Alabama Delaware X X X X X X X Connecticut Pennsylvania Virgin Islands States State’s Full Name State’s Reporting VI PA AL VA AK CT DE OR ME OH State Abbreviation States Regular States Alabama Alaska Arizona Arkansas Connecticut California Colorado Table B-14. Ways States Disaggregated Performance Data for Students with Disabilities for Students with Disabilities for Data for Performance States Disaggregated Ways B-14. Table 2011-12 General Assessments, Table B-13. State Abbreviation Key for Figure 13 for Key State Abbreviation B-13. Table

102 NCEO Not Clear 4 X 3 X X X 2 X X X X X X X X X X X 1 X X X X X X X X X X Number of Approaches Used Number of Approaches 0 ------Method Unclear Unclear ------X X X X X X X X Grades Merged Merged and Test ------X X X X X X X X X X for One or for More Grades Merged Tests Tests Merged ------X X X X X X Tests Grades Merged Grades Merged for One or More for - - - - X X X X X X X X X X X X X X X X X X X X X Reporting Some Data by Some Data by Grade and Test X X X X X X X X X X X X X X X X X X X X X X X X X States Reporting Minnesota Hampshire New Michigan Nevada States Mississippi Missouri Montana Nebraska Jersey New Mexico New York New Indiana Illinois Iowa Kansas Massachusetts Delaware Idaho Kentucky Maine Maryland Louisiana Florida Georgia Hawaii

NCEO 103 0 Not Clear 4 3 X X 3 8 X X X X 2 X X X X X X X X 21 1 X X X X X 18 Number of Approaches Used Number of Approaches 0 0 X ------0 Method Unclear Unclear - - - - - X X X X X X X X X X X X X X X 24 Grades Merged Merged and Test ------X X X X X X X X 20 for One or for More Grades Merged Tests Tests Merged ------X X X X X 13 Tests Grades Merged Grades Merged for One or More for ------X X X X X X X X X X X X X 39 Reporting Some Data by Some Data by Grade and Test - X X X X X X X X X X X X X X X X X X X 50 States Reporting Utah Vermont Virginia Texas South Carolina Washington States Rhode Island South Dakota Tennessee Wisconsin Wyoming Regular States Total (N=50) North Carolina North Dakota Ohio Oklahoma Virginia West Pennsylvania Unique States American Samoa Bureau of Indian Education Oregon

104 NCEO 0 0 Not Clear 4 0 3 3 1 9 X 2 1 X 22 1 2 X 20 Number of Approaches Used Number of Approaches 0 7 7 X X X X X X ------0 0 Method Unclear Unclear ------3 X X 27 Grades Merged Merged and Test ------3 X X X 23 for One or for More Grades Merged Tests Tests Merged ------0 13 Tests Grades Merged Grades Merged for One or More for ------1 X 40 Reporting Some Data by Some Data by Grade and Test ------4 X X X 54 States Reporting States Commonwealth of Commonwealth Northern Marianna Islands Department of U.S. Education Defense Activity District of Columbia of Marshall Republic Islands Virgin Islands U.S. Unique States Total (N=11) Federated States of Federated Micronesia Guam Palau Puerto Rico Total All Regular Total and Unique States (N=61)

NCEO 105 ------X Rank score score score score score Avg scale Avg Avg scale Avg Percentile Percentile Mean scale Mean scale SD and mean /median scale - - X X X X X X X X X X* X* X* X* X* X* Level Percent by by Percent Achievement Achievement ------X X X X X* Level Number by Number by ) Achievement Achievement 1 ------X X Proficient Number Not ------X X Number Proficient ------X X X Performance Data Reported for General Assessments Data Reported for Performance Proficient Percent Not Percent ------X X X X* Percent Percent Derived Proficient - - - - X X X X X X X X X X* X* X* X* Percent Percent Proficient Hawaii Idaho Kentucky Connecticut Delaware Florida Georgia Kansas Colorado Indiana Iowa State Arizona Arkansas California Illinois Alaska Regular States Alabama Table B-15. How Performance was Reported in States for the General Assessments, 2011-2012 the General Assessments, was Reported in States for Performance How B-15. Table There is an asterisk and test. after the state name if did not report grade data by (Note:

106 NCEO ------Rank score score score score score score Percentile Percentile Mean scale Mean scale Mean scale Mean scale Mean scale Mean scaled - - - X X X X X X X X X X X X X X X* X* X* Level Percent by by Percent Achievement Achievement ------X X X X X X X X X* Level Number by Number by Achievement Achievement ------X Proficient Number Not ------X X X X Number Proficient ------X X Performance Data Reported for General Assessments Data Reported for Performance X* X* Proficient Percent Not Percent ------X X X X X Percent Percent Derived Proficient - - - - X X X X X X X X X X X X X X* X* X* X* Percent Percent Proficient Nevada Hampshire New Jersey New Nebraska Missouri Montana Mississippi Oregon Pennsylvania Michigan Minnesota Oklahoma Massachusetts North Carolina North Dakota Ohio State Maryland New Mexico New York New Louisiana Maine

NCEO 107 ------1 Rank score score score for score for Avg scale Avg Percentile Percentile SOL score Avg scaled Avg Raw score, score, Raw Mean scale Mean scale group and SD group mean, and SD - - - X X X X X X X X* X* X* X* X* 43 Level Percent by by Percent Achievement Achievement ------X X X X X X 20 Level Number by Number by Achievement Achievement ------5 X X Proficient Number Not ------7 X Number Proficient ------X X X Performance Data Reported for General Assessments Data Reported for Performance X* 11 Proficient Percent Not Percent ------X X* X* 12 Percent Percent Derived Proficient - - - - - X X X X X X X* X* X* X* 39 Percent Percent Proficient Wyoming West Virginia West Wisconsin Washington Bureau of Indian Education of Commonwealth Northern Mari - anna Islands Texas Virginia Total Regular Total States (N=50) Unique States American Samoa State Tennessee Utah Vermont Rhode Island South Carolina South Dakota

108 NCEO ------0 1 Rank Percentile Percentile - - - - - 3 X X* 46 Level g grades Percent by by Percent Achievement Achievement ------0 20 Level Number by Number by Achievement Achievement ------0 5 Proficient Number Not ------1 8 X Number Proficient ------0 Performance Data Reported for General Assessments Data Reported for Performance 11 Proficient Percent Not Percent ------1 X* 13 Percent Percent Derived Proficient ------3 X X* 42 Percent Percent Proficient Total Unique Total States (N=11) All Regu - Total lar and Unique States (N=61) U.S. Virgin Islands U.S. Republic of Mar - Republic shall Islands Puerto Rico Palau Guam State District of Colum - bia States Federated of Micronesia U.S. Department U.S. Educa - of Defense tion Activity Other methods (besides by grade and test) = merging grades tests, test mergin 1

NCEO 109 - - - - X X X X X X X X X X X X X X X X* X* Level Percent by by Percent Achievement Achievement ------X X X X X X X Level Number by Number by Achievement Achievement ------X Proficient Number Not ) 1 ------X Number Proficient ------X X Proficient Performance Data Reported for AA-AAS Data Reported for Performance Percent Not Percent ------X X X X X X X X cient Derived Percent Profi - Percent ------X X X X X X X X X X X* X* Percent Percent Proficient Kansas State Kentucky Louisiana Regular States Alabama Maine Alaska Arizona Arkansas California Maryland Massachusetts Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Table B-16. How Performance was Reported in States for the Alternate Assessments Based on Alternate Achievement Standards Used for Used for Standards the Alternate Assessments Based on Achievement was Reported in States for Performance How B-16. Table 2011-2012 Title I Accountability, There is an asterisk and test. after the state name if did not report grade data by (Note:

110 NCEO - - X X X X X X X X X X X X X X X X X* X* X* X* X* X* X* Level Percent by by Percent Achievement Achievement ------X X X X X X X X X X X* Level Number by Number by Achievement Achievement ------X X Proficient Number Not ------X X X Number Proficient ------X X X X* X* Proficient Performance Data Reported for AA-AAS Data Reported for Performance Percent Not Percent ------X X X X X X* cient Derived Percent Profi - Percent ------X X X X X X X X X X X X X X X X* X* X* X* Percent Percent Proficient Mississippi Missouri Nevada Hampshire New State Oregon Pennsylvania Rhode Island South Carolina South Dakota Michigan Minnesota Montana Nebraska Jersey New Tennessee Texas New Mexico New York New North Carolina North Dakota Ohio Oklahoma Vermont Virginia Utah

NCEO 111 ------3 X X X X X* X* 46 43 Level Percent by by Percent Achievement Achievement ------X 0 19 19 Level Number by Number by Achievement Achievement ------0 4 4 X Proficient Number Not ------1 6 5 X X Number Proficient ------0 9 9 X X* Proficient Performance Data Reported for AA-AAS Data Reported for Performance Percent Not Percent ------X X 1 16 15 cient Derived Percent Profi - Percent ------X X 3 X* X* X* X* 37 34 Percent Percent Proficient State Republic of Marshall Islands Republic Washington Virginia West U.S. Virgin Islands U.S. Unique States (N=11) Total All Regular and Unique Total States (N=61) Wisconsin Wyoming Regular States (N=50) Total Unique States American Samoa Bureau of Indian Education of NorthernCommonwealth Marianna Islands U.S. Department of Defense U.S. Education Activity District of Columbia Federated States of Microne - Federated sia Guam Palau Puerto Rico Other methods (besides by grade and test) = merging grades tests, test and merging grades. 1

112 NCEO Table B-17. Accommodations Data Reported for Students with Disabilities on General Assessments 2012-2013 Participation Reported Reported and Perfor- Participa- Perfor- No Publicly Participa- Perfor- mance tion Only mance Only Reported Regular States tion mance Reported Reported Reported Data Found Alaska No Ye s X Alabama Ye s Ye s X Arkansas No No X Arizona Ye s Ye s X California No No X Colorado Ye s Ye s X Connecticut Ye s No X Delaware No No X Florida Ye s Ye s X Georgia No No X Hawaii No No X Iowa Ye s Ye s X Idaho No No X Illinois No No X Indiana Ye s Ye s X Kansas Ye s Ye s X Kentucky Ye s Ye s X Louisiana No No X Massachusetts Ye s No X Maryland Ye s No X Maine Ye s No X Michigan Ye s Ye s X Minnesota No No X Missouri Ye s Ye s X Mississippi Ye s No X Montana No No X North Carolina Ye s Ye s X North Dakota Ye s No X Nebraska Ye s No X New Hampshire Ye s No X New Jersey Ye s Ye s X New Mexico No No X Nevada Ye s Ye s X New York No No X Ohio Ye s Ye s X

NCEO 113 Participation Reported Reported and Perfor- Participa- Perfor- No Publicly Participa- Perfor- mance tion Only mance Only Reported Regular States tion mance Reported Reported Reported Data Found Oklahoma No No X Oregon No Ye s X Pennsylvania Ye s No X Rhode Island Ye s No X South Carolina No No X South Dakota No No X Tennessee No No X Texas Ye s Ye s X Utah Ye s No X Virginia No No X Vermont No No X Washington Ye s Ye s X Wisconsin No No X West Virginia Ye s No X Wyoming No No X Unique States American No No X Samoa Bureau of No No X Indian Affairs Commonwealth No No X of Northern Mariana Islands District of Ye s No X Columbia U.S. Department No No X of Defense Edu- cation Activity Federated No No X States of Micro- nesia Guam No No X Palau No No X Puerto Rico No No X Republic of No No X Marshall Islands U.S. Virgin Ye s Ye s X Islands

114 NCEO Participation Reported Reported and Perfor- Participa- Perfor- No Publicly Participa- Perfor- mance tion Only mance Only Reported Regular States tion mance Reported Reported Reported Data Found Total States 30 19 17 13 2 29

NCEO 115 NCEO is an affiliated center of the Institute on Community Integration