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NCEO Report 411

2016-17 Publicly Reported

Assessment Results for

Students with Disabilities and

ELs with Disabilities

NCEO Report 411

2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities

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

October 2019

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

Albus, D. A., Liu, K. K., Thurlow, M. L., & Lazarus, S. S. (2019). 2016-17 publicly reported assessment results for students with disabilities and ELs with disabilities (NCEO Report 411). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

National Center on Educational OutcomesUniversity of Minnesota • 207 Pattee Hall150 Pillsbury Dr. SE • Minneapolis, MN 55455Phone 612/626-1530 • Fax 612/624-0879http://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.

NCEO Core Staff

Martha L. Thurlow, DirectorDeb A. AlbusLinda GoldstoneMaureen HawesErik LarsonSheryl S. LazarusKristi K. Liu

Charity Funfe Tatah Mentan Michael L. MooreDarrell PetersonChristopher Rogers Kathy StrunkTerri VandercookYi-Chen Wu

The Center is supported through Cooperative Agreement (#H326G160001) 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 Officer: David Egnor

In collaboration with:

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Executive Summary

This is the 20th year that the National Center on Educational Outcomes (NCEO) has analyzed the public reporting of assessment data for students with disabilities. Since the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, and the Individuals with Disabili-ties Education Act (IDEA) of 2004, states that receive federal funding, including unique states, have been required to report reading, mathematics, and science assessment data to the federal government for all students and student subgroups. The requirements include that states report these data to the general public. Since 2014-15, many states have transitioned to new general or alternate assessment consortia systems, or have adjusted their accountability reporting system toward growth models; these changes may affect how states report assessment participation and performance data. Typically, states report these data in state report cards, state assessment reports, or customized data reports generated on state education websites (Albus, Lazarus, & Thurlow, 2014). There also have been changes in the way some states approach reporting for subgroups, including the terms they use for them (e.g., historically underperforming) or the level of aggregated data made available online.

Given these changes, it is important to examine the extent to which states reported 2016-2017 assessment data for students with disabilities “to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,” as required by IDEA (Wiley, Thurlow, & Klein, 2005). An additional purpose of this report is to describe how states reported these data for students with disabilities who were also English learners. It also sum-marizes achievement gaps between students with Individualized Education Programs (IEPs) and their peers in grades 4, 8, and high school, and includes longitudinal analyses of average gaps biannually. For this and subsequent reports, we include only reading/language arts, mathemat-ics, and science for Title I assessment, even if a state includes other assessments (e.g., social studies) for accountability purposes. For ease, we refer to these other assessments as “not used for Title I.” This report also describes public reporting of students using accommodations and participation and performance on English language proficiency (ELP) assessments.

Extent of Public Reporting for Students with Disabilities

Twenty-five regular states, and one unique state, reported participation and performance of stu-dents with disabilities for all general assessments and alternate assessments based on alternate achievement standards (AA-AAS) used for Title I accountability purposes in 2016-17. Thirty-three of the 61 states reported both participation and performance for all general assessments and 33 reported similar data for the AA-AAS. Of the 37 states with general assessments not used for Title I, only 15 states reported participation and performance, and four reported these data for some tests. Three states reported performance only (not participation) for some or all tests.

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Extent of Public Reporting for ELs with Disabilities

For ELs with disabilities, the number of states that reported both participation and performance on general assessments decreased to two states from three in 2015-16. For AA-AAS, 12 states reported participation and performance of ELs with disabilities. This number remained the same as in 2015-16, but is still lower than the 21 states reporting these data from 2012-13 to 2014-15. No state reported participation and performance for ELs with disabilities on general assessments not used for Title I, down from one state the prior two years. Nine states reported participation and performance for ELs with disabilities on AA-AAS.

How Data Are Reported

For regular states, the most common approaches for communicating participation and perfor-mance on general assessments and AA-AAS changed slightly in 2016-17 compared to previous years. The most common way to report participation for regular and unique states stayed the same with 29 states reporting the number tested, and 21 states reporting the percentage tested. For performance, the first and second most common ways of reporting changed places for the first time since 2009, with more states reporting percent proficient (37 states) than percent by achievement level (36 states). Because states used different methods to report (e.g., merging assessments, grades, or both), the numerators and denominators used to report participation and performance data varied significantly across states.

As in past reports, this report presents participation rates for middle school mathematics as an example of how states report participation rates for students with disabilities. Sixteen states reported participation rates by grade in a way that would be comparable to each other. In prior years, some states opted to merge their data for alternates based on modified achievement standards (AA-MAS) or alternates based on grade-level achievement standards (AA-GLAS) with the general assessment reporting for participation and performance, making participation reporting less transparent. Because the AA-MAS has been phased out and starting in 2016-17 the AA-GLAS was no longer allowed for Title I accountability, interpreting participation data is more straightforward now.

Achievement Gaps

In both reading and mathematics, the achievement gaps between students with and without IEPs continue. As in prior reports, we present average achievement gaps across three grade levels: elementary, middle school, and high school. For this report we limited the gap analyses to the findings of the 32 to 40 states, depending on content and grade, that reported these data for all three selected years. The gaps for reading have tended to be smaller for the elementary level over the years, and this was also the smallest average gap in our analyses for this report. For the

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states in the current analyses, the highest gaps were generally in high school reading across years, and the lowest gaps overall across years were for 2014-15.

Other Reporting

Most of the 61 states (regular and unique) do not publicly report the number of students receiv-ing accommodations and their performance (N=50) or do not have any assessment information found (N=1). Just nine states reported both the number receiving accommodations and their performance data. One other regular state reported only the number receiving accommodations.

For English language proficiency (ELP) assessments, most states did not publicly report data for ELs or ELs with disabilities. Nine states reported participation and 10 states reported performance for ELs. Only four states reported participation and performance data for ELs with disabilities. For alternate ELP assessments for ELs with the most significant cognitive disabilities, just two states reported participation and three states reported performance.

Recommendations for Reporting

Some states continue to shift what assessments they are using for their general or alternate as-sessments for different content areas. Still, states are required to report data for students with disabilities with the same frequency and detail as for other students. Two regular states did not report disaggregated participation or performance data for students with disabilities even though they reported data for all students. The following recommendations to states for public reporting of disaggregated data for students with disabilities add to the recommen-dations suggested in previous reports:

1. Report participation and performance results for each assessment, content area, and grade level. This includes reporting alternate assessments separately from the general assessment where confidentiality of students is not jeopardized.

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

3. Report number of students with disabilities receiving accommodations.

4. Report participation percentages, disaggregated by grade.

5. Make data accessible by attending carefully to the usability of formats, ease of finding information, and clarity of language. This includes not relying on a log-in code to access otherwise public data if confidentiality of individual students is not jeopardized.

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.

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7. If a state uses other categories that group students with disabilities with other students (e.g., historically under-performing), ensure reporting still occurs for students with disabilities where confidentiality is not jeopardized.

8. If report cards disaggregate data by local education agencies, also aggregate those subgroups at the state level.

9. For states with customized report generators, build in comparison features by population, grade, and content area, with options to export the data easily. Many states do this already, but some require a user to customize an individual report one at a time for every subgroup, content, grade, and reference peer population.

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Table of Contents

Executive Summary ........................................................................................................................... iii

Overview ..............................................................................................................................................1

Method .................................................................................................................................................2

Results ..................................................................................................................................................3

How States Reported Participation and Performance Data .................................................................4

General Assessment Data for Students with Disabilities ................................................................4

Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) Data for Students with Disabilities ..........................................................................................................8

Assessment Data for English Learners with Disabilities ................................................................9

Alternate Assessment Based on Modified Achievement Standards (AA-MAS) Data for Students with Disabilities and ELs with Disabilities ...............................................................13

Alternate Assessment Based on Grade-Level Achievement Standards (AA-GLAS) Data for Students with Disabilities and ELs with Disabilities ...............................................................13

Reporting Participation in 2016-17 ...............................................................................................13

General Assessment Performance Approaches for Students with Disabilities .............................15

Selected Results of General Assessment Performance for Students with Disabilities ......................15

Elementary School ........................................................................................................................16

Middle School ...............................................................................................................................17

High School ..................................................................................................................................19

Summaries of Average Gaps for Students With and Without IEPs by Content Area and School Level ............................................................................................................................21

Accommodations Data for Students with Disabilities ..................................................................22

Public Reporting on English Language Proficiency (ELP) Assessments ..........................................23

Summary and Conclusions ................................................................................................................24

Extent of Public Reporting for Students with Disabilities ............................................................24

Extent of Public Reporting for ELs with Disabilities ...................................................................24

How Data Are Reported ................................................................................................................25

Achievement Gaps ........................................................................................................................25

Other Reporting ............................................................................................................................26

Recommendations for Reporting ..................................................................................................26

References ..........................................................................................................................................28

Appendix A ........................................................................................................................................31

Appendix B ........................................................................................................................................35

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Recommendations for Reporting ..................................................................................................26

References ..........................................................................................................................................28

Appendix A ........................................................................................................................................31

Appendix B ........................................................................................................................................35

Overview

Since the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, and the Individuals with Disabilities Education Act (IDEA) of 2004, states that receive federal funding, including unique states, have been required to report reading, mathematics, and science assessment data to the federal government for all students and student subgroups. The require-ments include that states report these data to the general public. Since 2014-15, many states have transitioned to new general or alternate assessment consortia systems, or have adjusted their accountability reporting system toward growth models, such that these changes affect how states report assessment participation and performance data. Typically, states report these data in state report cards, state assessment reports, or customized data reports generated on state education websites (Albus, Lazarus, & Thurlow, 2014). But there have been changes in the way some states approach reporting on subgroups, including the terms they use for them (e.g., historically underperforming) or the level of aggregated data made available online.

Given these changes, it is important to examine the extent to which states reported 2016-2017 assessment data for students with disabilities “to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,” as required by IDEA (Wiley, Thurlow, & Klein, 2005). An additional purpose of this report is to describe how states reported these data for students with disabilities who were also English learners, and to sum-marize achievement gaps between students with Individualized Education Programs (IEPs) and their peers in grades 4, 8, and high school, with longitudinal analyses of average gaps biannu-ally. This report also describes public reporting of students using accommodations and data on English language proficiency (ELP) assessments.

This is the 20th year that the National Center on Educational Outcomes (NCEO) has analyzed the public reporting of assessment data for students with disabilities. Over these years, the total number of regular and unique states (N=61) reporting state level disaggregated participation and performance data online for students with disabilities has fluctuated. For example, in 2013-2014, there was a drop to 45 states from 52 the previous year (Albus, Lazarus, & Thurlow, 2015; Lazarus, Albus, & Thurlow, 2016). And prior to that, it had been as high as 53 states in 2010-11, and as low as 35 to 39 states between 2002-03 to 2006-07 (Albus & Thurlow, 2013; Albus, Thurlow, & Bremer, 2009; Klein, Wiley, & Thurlow, 2006; Thurlow, Bremer, & Albus, 2008; Thurlow & Wiley, 2004; Thurlow, Wiley, & Bielinski, 2003; Wiley, Thurlow, & Klein, 2005; VanGetson & Thurlow, 2007). For alternate assessment reporting, the number of states reporting disaggregated participation and performance data for these assessments varied similarly, with a high of 52 states in 2012-13 and a low of 36 states in 2006-07 and 2007-08.

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Method

Between January and March 2018, state department of education websites were searched for publicly available reports that disaggregated participation and performance data for students with disabilities for the 2016-17 school year (i.e., state assessment reports, state report cards, customized report generators, and other report formats). The Annual Performance Report (APR) that states submit for federal accountability was not included in the analysis.

States included in the search were the 50 “regular” states and the 11 “unique” states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. 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 regardless of whether they were used for the Title I accountability system. Assessments required to be given to certain groups (e.g., English learners or ELs with disabilities) were also included.

Individual state summary tables were prepared for verification using the information gathered about how states reported participation and performance. These verification materials were sent to state assessment directors and state directors of special education in June 2018. Fifteen regu-lar states and two unique states responded to the verification request. After the verification was completed, the information on whether and how states reported participation and performance was summarized and additional information on participation rates and proficiency rates was analyzed. Double-checks of the data were completed for accuracy. See Appendix A for a sample email sent to the state directors and sample tables used in the verification process.

Different types of assessments are given in states to serve one or more purposes. For example, some are given for accountability, while others are for diploma or graduation purposes. Some assessments may serve dual purposes within a state. Although the data collected for this report included all state level administered assessments found on state websites, this report focuses on how states publicly reported participation and performance data for students with disabilities on general assessments and alternate assessments based on alternate achievement standards. For this analysis, assessments were defined as follows:

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

Alternate assessment based on alternate achievement standards (AA-AAS): Any as-sessment intended for a very small percentage of students with disabilities who have

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significant cognitive disabilities used to measure content area performance for Title I accountability, or for exit or diploma purposes. AA-AAS may include end-of-course assessments for states that have them.

ELP assessment: This assessment measures English language proficiency. It is admin-istered to students who are identified as English learners.

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

Changes in policies for reporting data to the U.S. Department of Education over time, as well as adjustments in our own criteria, which narrowed after 2004-05, likely have affected the numbers of states counted as reporting on the general assessment and AA-AAS across years. Posted Annual Performance Report (APR) data, as required by the Office of Special Education Programs (OSEP) were not counted as publicly reported data after 2004-05 because these data were not necessarily reported with the same frequency and detail as public reporting for all students (see Thurlow et al., 2008).

Results

This report presents results in six sections. The first section presents information about how states reported participation and performance data for students with disabilities for general and alternate content assessments required by Title I (reading/language arts, mathematics, and sci-ence), as well as state-administered content assessments not used for Title I. It also includes whether these data were reported for English learners with disabilities. The second section describes the approaches states used to report participation data for general assessments. The third section describes the approaches states used to report performance data for general as-sessments. The fourth section presents selected general assessment performance data at the elementary, middle school, and high school levels for reading and math, including information about average achievement gaps. The fifth section provides information on public reporting of ELP assessment data. The final section describes the extent of states’ public reporting of ac-commodations participation and performance data on state assessments.

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How States Reported Participation and Performance Data

General Assessment Data for Students with Disabilities

Figure 1 shows that 33 of the 61 regular and unique states reported participation and performance for all general assessments used for Title I for students with disabilities. Fifty-four percent of states reported participation and performance for all general assessments, 20 percent reported participation and performance for some general assessments, 16 percent had no publicly reported data. Five percent (3 unique states) had no general assessments used for Title I because they are not held to ESEA requirements. States with “no information found” differed from states without reported data found in that no assessment information or documents were found for general students in those states. These states would not be held to the requirement to publicly report data for students with disabilities because they had not reported data for other students.

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

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

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

Note: Total percent in Figure 1 is 101 due to rounding.

53%

20%

2%2%

5%

16%2% Participatioin and Performance for All General

Assessments (N=33)Participation and Performance for Some GeneralAssessments (N=12)Performance only for All General Assessments(N=1)Performance Only for Some General Assessments(N=1)No General Assessments Used for Title 1 (N-3)

No Publicly Reported Data Found (N-10)

No Information Found (N=1)

Note: Total percent in Figure 1 is 101 due to rounding.

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Figure 2. States Reporting 2016-17 Disaggregated Participation or Performance Data for Students with Disabilities on General State Assessments Used for Title I

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Figure 2. States Reporting 2016-17 Disaggregated Participation or Performance Data for Students with Disabilities on General State Assessments Used for Title I

Notes: 1. The figure does not include state APR data. A broad definition was used to determine whether a state had data. States were included if they had any data reported for the assessment (regardless of whether it was across all grades, by grade range, or for specific grades). 2. Of these 10 states, Oklahoma and Pennsylvania publicly reported data for all students, but did not report disaggregated data for students with disabilities in a similar manner as required by law.

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Participation and Performance for All General Assessments (N=34)

Participation and Performance for Some General Assessments (N=11)

Performance Only for All General Assessments (N=1)

Performance Only for Some General Assessments (N=1)

No General Assessments Used for Title I (N=3)

No Publicly Reported Data Found (N=10)1


American Samoa

Bureau of Indian

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District of Columbia

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Puerto Rico

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US Department of

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Of the 61 states, 24 had general assessments used only for Title I or did not have any informa-tion found. We also examined the reporting practices of the remaining 37 states that had gen-eral assessments not used for Title I. Figure 3 shows that for these 37 states, 15 states reported participation and performance data for all tests, four reported these data for some tests, three reported performance data only for some or all tests, and 15 states did not publicly report data.

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

1. Of these 10 states, Oklahoma and Pennsylvania publicly reported data for all students, but did not report dis-aggregated data for students with disabilities in a similar manner as required by law.

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

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

24%

6%

5%

39%

24%

2%Participation and Performance for All General Assessments (N=15)

Participation and Performance for Some General Assessments (N=4)

Performance Only for Some or All General Assessments (N=3)

All General Assessments Used for Title 1 (N=23)

No Publicly Reported Data Found (N=15)


Figure 4 presents the same data as in Figure 3, but by state. The map shows that 15 states pub-licly reported participation and performance for these assessments. For details, see Table B-2 in Appendix B.

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Figure 4. States Reporting 2016-17 Disaggregated Participation or Performance Data for Students with Disabilities on General Assessments Not Used for Title I

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

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Participation and Performance for All General Assessments (N=15))

Participation and Performance for Some Tests (N=4)

Performance Only for All Tests (N=3)

All General Assessments Used for Title I (N=23)



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Bureau of Indian

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Federated States of

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Islands

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Activity

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Figure 4. States Reporting 2016-17 Disaggregated Participation or Performance Data for Students with Disabilities on General Assessments Not Used for Title I

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

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

This section presents information on the extent to which states reported participation and perfor-mance data for students with disabilities on alternate assessments based on alternate achievement standards (AA-AAS) used for Title I. Figure 5 shows that 33 states reported both participation and performance data for all AA-AAS. This represents 54% of the states. Three states reported these data for some AA-AAS, and two states reported performance only. No publicly reported AA-AAS data were found for 19 states (31%). The remaining states either had no AA-AAS used for Title I (n=3, all unique states) or no information was found about having an AA-AAS (n=1, also a unique state).

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

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

54%

5%3%

5%

31%

2%Participation and Performance for All AA‐AAS (N=33)

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

Performance Reported for All AA‐AAS (N=2)

No AA‐AAS Used for Title I (N=3)



Figure 6 presents the data in Figure 5 by state, showing those that reported participation and performance data for AA-AAS used for Title I. The map shows that most states (N=33) publicly reported participation and performance for students with disabilities for these assessments. For details, see Table B-3 in Appendix B.

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Figure 6. States Reporting 2016-17 Participation or Performance Data for Students with Disabilities on AA-AAS in Title I

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Figure 6. States Reporting 2016-17 Participation or Performance Data for Students with Disabilities on AA-AAS in Title I

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

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Participation and Performance for Some AA-AAS (N=3)

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Assessment Data for English Learners with Disabilities

Like their peers, most English learners with disabilities take general assessments. Only a small percentage of ELs with disabilities take an AA-AAS. Figure 7 shows that 55 states, or 90% of states, did not report participation or performance for ELs with disabilities on general assess-ments used for Title I. Only two states reported both participation and performance data for all general assessments used for Title I. This represents 3% of the states.


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

Figure 8 presents the states that reported participation and performance data for ELs with dis-abilities on general assessments used for Title I. This map shows that very few states (N=2) publicly reported participation and performance data for ELs with disabilities on all general assessments. For details, see Table B-4 in Appendix B.

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

3% 5%

90%

2%





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Figure 8. States Reporting 2016-17 Disaggregated Participation or Performance Data for ELs with Disabilities on General Assessments Used for Title I

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Figure 8. States Reporting 2016-17 Disaggregated Participation or Performance Data for ELs with Disabilities on General Assessments Used for Title I


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American Samoa Bureau of Indian

Education Commonwealth of

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District of Columbia Federated States of

Micronesia Guam Palau Puerto Rico Republic of Marshall

Islands U.S. Department of

Defense Education Activity

U.S. Virgin Islands

For the states that had general assessments not used for Title I, none reported participation and performance for ELs with disabilities (see B-5 in Appendix B for more details).

Figure 9 shows that nine states, or 15% of states, publicly reported participation and performance on all AA-AAS for ELs with disabilities. Another three states publicly reported these data for some of their AA-AAS. Forty-five states did not publicly report data for ELs with disabilities who participated in an AA-AAS.


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

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

15%

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73%

2%

Participation and Performance for All AA‐AAS (N=9)

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

No AA‐AAS Used for Title I (N=3)



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

Figure 10. States Reporting 2016-17 Disaggregated Participation or Performance Data for ELs with Disabilities on AA-AAS Used for Title I

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Figure 10. States Reporting 2016-17 Disaggregated Participation or Performance Data for ELs with Disabilities on AA-AAS Used for Title I

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

Up until 2014-15, Title I accountability allowed alternate assessments based on modified achievement standards (AA-MAS) as an optional assessment for states. But subsequent to the regulation in 2015 that rescinded the use of AA-MAS for Title I accountability, a few states have continued to administer these assessments for other purposes. For school year 2016-17, one state administered an AA-MAS (Virginia). The state reported participation and performance data for students with disabilities and for ELs with disabilities. For details, see Table B-7 in Appendix B.

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

For 2016-17, two states (Massachusetts, Virginia) continued to administer alternate assessments based on grade level achievement standards (AA-GLAS), although the Virginia assessment was discontinued after 2016-17. In the publicly available data reported for these assessments, the two states reported participation and performance data for students with disabilities, and one reported these data for ELs with disabilities (Virginia). For details see Table B-8 in Appendix B.

Reporting Participation in 2016-17

This section describes how states reported participation data. Figure 11 shows the approaches the 40 states used (of the total 61 regular and unique states) that reported participation data. Many states reported in multiple ways so numbers do not total 40. Twenty-nine states publicly reported the number of students tested and 21 states reported the percent of students participating in general assessments used for Title I. Only three states reported the percent of students with no scores or the number of students with no scores. Figure 11 includes data for states that used any method of reporting participation data (i.e., by grade and test, by merging grades and tests, by grades with tests merged, and by test with grades merged). For additional details see Table B-9 in Appendix B. For details about AA-AAS participation see Table B-10 in Appendix B.

14 NCEO27

Figure 11. States Reporting Participation by Students with Disabilities for General Assessments Used for Title I in 2016-17

33

91010

1721

29

0 5 10 15 20 25 30 35 40 45 50

Number of Students with No scoresPercent of Students with No Scores

Number of Students with ScoresNumber of Students Not TestedPercent of Students not Tested

Number Enrolled/ Eligible to be TestedPercent Participating in TestNumber of Students Tested

Figure 11. States Reporting Participation by Students with Disabilities for General Assessments Used for Title I in 2016-17

Figure 12 shows the participation rates for grade 8 mathematics for those states with this infor-mation reported by grade and test. Of the 43 states with participation information, 21 reported participation rates. Of these 21 states, 16 had available participation rate data by grade with denominators based on students with disabilities in grade 8 using an approach that could be compared (e.g., does not include rates of entire population or rates reported by accommodated status). See Appendix Table B-11 for the state abbreviation key.

Figure 12. Percentages of Students with Disabilities Participating in Middle School General Math Assessments in Those States with Reported Participation Rates by Grade Level in 2016-17

29

Figure 12. Percentages of Students with Disabilities Participating in Middle School General Math Assessments in Those States with Reported Participation Rates by Grade Level in 2016-17

9187 84

95 97 97 99 97 94 95 94 99 9590

97 99

010

2030

4050

6070

8090

100

AK AL CO DE IA ID KY MA ME MS MT NE OH OR WV WY

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General Assessment Performance Approaches for Students with Disabilities

Performance data were reported by states in a variety of ways, such as the number or percent in each achievement level, percent proficient or not proficient, average scaled scores, or percen-tiles. Figure 13 shows that states most often reported performance data by percent proficient (n= 37). The next most frequent way was by percent in each achievement level. The “other” category includes states that reported scaled scores, percentiles, or other types of scores. This figure includes data from states that used any method of reporting participation data (i.e., by grade and test, by merging grades and tests, by grade with tests merged, and by test with grades merged). Also, states could be counted in more than one type of data reported, so the number does not total to 61 states. For additional details see Table B-12 in Appendix B. For details about AA-AAS performance see Table B-13 in the Appendix.

Figure 13. Number of States Reporting Performance in Different Ways for Students with Disabilities in 2016-17 General Assessments Used for Title I

Selected Results of General Assessment Performance for Students with Disabilities

This section compares the performance of students with and without Individualized Education Programs (IEPs) for states that reported data for each of three representative grades (e.g., Grade 4, Grade 8, and high school) by the content areas of reading and mathematics. Figures 14 to 19 show the achievement gaps between students with disabilities and a comparison peer group, with the solid line representing the gap between student groups. Because states report differently, the comparison peer group for some states was students without IEPs, and for other states it was all students including students with IEPs. This difference in comparison group affects achievement gap interpretation, so we indicate the group used by each state on the horizontal axis. An A in-dicates states that included all students and an O indicates states that reported students who do not have IEPs. The students without IEPs group may include students with 504 plans depending on how a state defined its population. Therefore, the gaps reported here could vary based on how those states reported their performance data. The state with an AA-MAS was indicated in

Figure 13. Number of States Reporting Performance in Different Ways for Students with Disabilities in 2016-17 General Assessments Used for Title I

68

1113

1818

3637

0 5 10 15 20 25 30 35 40

Number Not ProficientPercent Proficient Derived

Percent Not ProficientNumber Proficient

Number by Achievement Level Other (e.g., Percentile)

Percent by Achievement LevelPercent Proficient

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the figures with a box around the percent proficient number for the comparison group, but this state did not report AA-MAS merged with the regular assessment. See Appendix Table B-11 for the state abbreviation key.

Elementary School

Figures 14 and 15 present the results for Grade 4 in reading and mathematics. Across the states, the smallest gap between students with IEPs and the comparison group for elementary reading was 8 percentage points, and the largest gap was 51 percentage points. For elementary math-ematics, the gap ranged from 4 percentage points to 53 percentage points.

Figure 14. Percent Proficient for Elementary Reading

33

Figure 14. Percent Proficient for Elementary Reading

Legend: Heavy Solid Bar= Students with IEPs percent proficient Narrow Solid Line = Gap between students with IEPs and the comparison group Box= State has an AA‐MAS

A= All students (n=20 states) O=Students without IEPs (n=20 states)

Note: N=40 of 61 states [includes unique states]; No data=21 states.

9

26

34

41 42 43 43 44 46 47 47 48 48 48 48 49 49 50 50 51 51 52 52 52 54 55 55 56 56 56 5760 60 63 64

69 6972

7579

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12 13 12 11 1116 16 19

149

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32

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A A A O A A O O O O A O A A O A A A O O O O O O A O A A A A A O O O A O O O A A

MDNMDC IL UT AR AK AL SC NY WV MI ORMA CO AZ SD KY NV CA ND WI ID MT DE VT WA NJ NE NHMNME FL NC WYOHMO TX IA VA

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Figure 15. Percent Proficient Elementary Mathematics

Middle School

Figures 16 and 17 show the performance gaps for Grade 8 reading and mathematics. Reading gaps at the middle school level ranged from 7 percentage points to 54 percentage points. For mathematics, the gaps ranged from 1 percentage point to 50 percentage points.

34

Figure 15. Percent Proficient Elementary Mathematics



Note: N=40 of 61 states [includes unique states]; No data =21 states

5

23

31 3337

43 43 44 44 45 46 47 47 48 48 49 49 49 49 50 50 50 51 51 51 52 52 54 55 57 58 5963 64

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MDNM IL DC COWV OR CA NV MI AK AZ NJ KY MT WI MA NY ND DE SD ID ME NH SC UT VT WA AR AL WYMO FL NCMN NE TX IA OH VA

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Figure 16. Percent Proficient for Middle School Reading

36




Note: N=40 of 61 states [includes unique states]; No data=21 states

7

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41 42 4245 45 45 46 47

49 49 49 49 51 51 51 51 52 52 5253 54 55 56

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MDNMDC UT IL AKMT SCWVWI CO AZ ARMASD AL NVNENDDE NY MI CAWYOROH ID KY FL NHWAMNNJ NCMEMOVT IA VA TX

36





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41 42 4245 45 45 46 47

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MDNMDC UT IL AKMT SCWVWI CO AZ ARMASD AL NVNENDDE NY MI CAWYOROH ID KY FL NHWAMNNJ NCMEMOVT IA VA TX

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Figure 17. Percent Proficient Middle School Mathematics

High School

Figures 18 and 19 show gaps for high school reading and mathematics. Grade 10 was used when more than one grade was tested. For reading, the gaps ranged from 9 percentage points to 53 percentage points; for mathematics the range is from 2 percentage points to 64 percentage points.

Figure 17. Percent Proficient Middle School Mathematics

100

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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 A= All students (n=20 states) O=Students without IEPs (n=20 states)


91

80 76

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55 48 48 48 49 49

51 48

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MD DC NVNMCO NY AK WVMO NJ IL DE AL SC CA MT WI ND OR ME ID SD MI UT AR NHWAMA VT WY KY NC NE MNOH FL VA IA AZ TX

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Figure 18. Percent Proficient for High School Reading

32

Figure 18. Percent Proficient for High School Reading



Note: N=34 of 61 states [includes unique states]; No data= 27 states

17

30 31 31 32 34 34 35 35 37 39 41 41 42 44 46 4753 54

5760 63 64 64 66 67 69 72 73 74

78 79

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MD DC AZ OH NM TN WY AL AK AR CO WI UT SC IL NJ SD DE FL TX MN CA ID VT ME NC OR NE NH WA NV IA VA MA

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Figure 19. Percent Proficient for High School Mathematics

33

Figure 19. Percent Proficient for High School Mathematics



Note: N=34 of 61 states [includes unique states]; No data= 27 states

3

13 15 1621 21 22 24 25 26

29 2934 35 35 35 37 38 39 39 40 41 41 41 42

48 49

62 64

77 77 7982

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A A A O O O A O A A A O A O O O A O A O O A O A A A A A O O O A A A

MD DC NM AK AL OH TN SC AR WA DE FL OR ID CA CO WY WI AZ ME IL UT VT NJ SD MNNH NE NC NV TX MA IA VA

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

Table 1 summarizes the average achievement gaps between students with IEPs and the com-parison peer group for states that reported these data by grade for all three comparison years. For example, some states that reported data in 2016-17 would not be included if in prior years the state either did not report data or did not report the data by grade. The comparison peer group may or may not include students with IEPs depending on the reporting practices of each state. The table presents gaps by content areas and school levels across select years represent-ing elementary, middle school, and high school grades. There are limitations to this analysis in that the number of states with data fluctuates each year and the assessments a state uses may change over time. Further, some states in prior years reported AA-MAS performance merged with general assessment performance.

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Table 1 shows the average gaps biannually from 2012-13 to 2016-17. The average gap is pre-sented with the number of states with data across all three years. The number of states varied between 32 and 40 depending on content and grade. The gap sizes for elementary reading were lower than reading and math for other grades across years. The highest gaps were for high school reading, except for year 2014-15. The year 2014-15 had the lowest gaps for reading and math for almost every grade compared to the other years.

Table 1. Average Gaps for Students with IEPs and Comparison Peer Group on General Assessments: Biannually for Select Years

Grade Ranges

Number of States

Average Gaps for All States with Data Reporting by Grade

2012-13 2014-15 2016-17Elementary Reading 40 29 26 27Middle School Reading 32 42 38 38High School Reading 34 40 38 40Elementary Math 32 33 28 30Middle School Math 33 42 31 32High School Math 34 38 28 28

Accommodations Data for Students with Disabilities

Figure 20 shows a summary of the regular and unique states that publicly reported data for students with IEPs receiving accommodations on the general assessments for 2016-17. It pres-ents data by states that reported number of students receiving accommodations, performance of those students, or both. Ten states reported some type of accommodations data, with nine states reporting number receiving accommodations and their performance and one state report-ing only number receiving accommodations. See Appendix B-14 for specific state information shown in Figure 20.

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Figure 20. States Reporting 2016-17 Data on Students with Disabilities Receiving Accommodations

Public Reporting on English Language Proficiency (ELP) Assessments

States report results on English language proficiency assessments for Title III accountability, but the reporting of ELP assessment data is due to expand to include reporting data disaggregated for ELs with disabilities for Title I. A few states already report these data publicly in online reports. Figure 21 shows the number of states that report participation and performance for ELs and ELs with disabilities. It also presents the number of states that reported these data for alternate ELP assessments. Students who take alternate ELP assessments are ELs with disabilities who have significant cognitive disabilities and generally those who participate in state AA-AAS for assessing regular content areas for Title I.

WA MT ND

OR

NV

CA

ID WY

UT

AZ

CO

NM

SD

NE

KS

TX

OK

MN

IA

MO

AR

LA

WI

IL

MI

OH

KY

MS

TN

FL

GA SC

NC VA PA

NY

ME

WV

AK

HI

VT NH

CT NJ

DE

IN

MA RI

AL MD

Reported Receiving and Performance (N=9)

Reported Receiving Only (N=1)



American Samoa

Bureau of Indian Education

Commonwealth of Northern

Marianna Islands


Federated States of Micronesia

Guam

Palau

Puerto Rico

Republic of Marshall Islands

US Department of

Defense Education Activity

U.S. Virgin Islands

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Of the 50 states and District of Columbia, 10 states publicly reported ELP assessment data for ELs. Of these states, under half reported data disaggregated for ELs with disabilities. Only three states reported data for alternate ELP assessments. Typically, these states allow users to choose to disaggregate by ELs with disabilities, but the data are not presented for confidentiality reasons because of small numbers of students. See Appendix B-15 for details by state for Figure 21.

Figure 21. 2016-17 ELP Assessment Public Reporting

Summary and Conclusions

Extent of Public Reporting for Students with Disabilities

Twenty-five regular states, and one unique state, reported participation and performance of stu-dents with disabilities for all general assessments and alternate assessments based on alternate achievement standards (AA-AAS) used for Title I accountability purposes in 2016-17. Thirty-three of the 61 states reported both participation and performance for all general assessments and 33 reported similar data for the AA-AAS. Of the 37 states with general assessments not used for Title I, only 15 states reported participation and performance. Four reported these data for some tests, three reported performance only, and fifteen states did not report any data.

Extent of Public Reporting for ELs with Disabilities

For ELs with disabilities, the number of states that reported both participation and performance on general assessments decreased to two states from three in 2015-16. For AA-AAS, 12 states reported participation and performance. This number remained the same as 2015-16, but is still lower than the 21 states reporting these data from 2012-13 to 2014-15. Typically, there were more states that reported disaggregated data for ELs with disabilities for this assessment given

3

2

5

5

10

9

0 2 4 6 8 10 12

Alternate ELPA Performance Reported

Alternate ELPA Participation Reported

Regular ELPA Performance Reported for ELswith Disabilities

Regular ELPA Participation Reported for ELswith Disabilities

Regular ELPA Performance Reported for ELs

Regular ELPA Participation Reported for ELs

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the ESEA requirement to report state assessments by subgroup. No state reported participation and performance for ELs with disabilities on general assessments not used for Title I, down from one state the prior two years. However, new federal requirements for Title I include that states report EL progress toward English language proficiency, and that data are reported by subgroup including ELs with disabilities, after the 2017-18 school year. Thus, in future years, it is likely that more states will report disaggregated data for ELP assessments.

How Data Are Reported

For regular states, the most common approaches for communicating participation and perfor-mance on general assessments and AA-AAS has changed slightly this year from previous years. The most common way to report participation for regular and unique states stayed the same with 29 states reporting the number tested, and 21 states reporting the percentage tested. But, for performance, the first and second most common ways of reporting changed places for the first time since 2009, with more states reporting percent proficient (37 states) than percent by achievement level (36 states). Because states used different methods to report (e.g., merging assessments, grades, or both), the numerators and denominators used to report participation and performance data varied significantly across states. Some states reported public data using multiple methods across participation and performance.

As in past reports, this report presented participation rates for middle school mathematics as an example of how states report participation rates for students with disabilities. Sixteen states reported participation rates by grade in a way that would be comparable to include in a graph. In prior years, some states opted to merge their data for alternates based on modified achievement standards (AA-MAS) or alternates based on grade-level achievement standards (AA-GLAS) with the general assessment reporting for participation and performance, making participation reporting less transparent. But because the AA-MAS has been phased out and starting 2016-17 the AA-GLAS was no longer allowed for Title I, interpreting participation data is more straightforward.

Achievement Gaps

In both reading and mathematics, the achievement gaps between students with and without IEPs continue. As in prior reports, we presented average achievement gaps across three grade levels: elementary, middle school, and high school. For this report we limited the states to those that reported these data for all three select years. The gaps for reading have tended to be smaller for the elementary level over the years, and this was also the smallest average gap in our analyses for this report. For the states in the current analyses, the highest gaps were generally in high school reading across years, and the lowest gaps overall across years were for 2014-15.

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Many factors affect changes in average achievement gaps, including states engaging in field-testing or adopting new assessments, states using different methods to report data, and other considerations. These factors should be recognized when looking at gaps across time for indi-vidual states.

Other Reporting

Most states (of the 61 examined here) do not publicly report the number of students receiving accommodations and their performance (N=50) or do not have any assessment information found (N=1). Just nine states reported both the number receiving and performance data. One other regular state reported only the number receiving accommodations.

For ELP assessments, most states did not report data for ELs or ELs with disabilities. Nine states reported participation and 10 states reported performance for ELs. Only four states reported participation and performance data for ELs with disabilities. For alternate ELP assessments for ELs with the most significant cognitive disabilities, just two states reported participation and three states reported performance.

Recommendations for Reporting

Some states continue to shift in the assessments they are using for their general or alternate as-sessments, for different content areas. Still, states are required to report data for students with disabilities with the same frequency and detail as for other students. Two regular states did not report disaggregated participation or performance data for students with disabilities even though they reported data for all students. The following recommendations to states for public reporting of disaggregated data for students with disabilities add to the recommendations suggested in previous reports:

1. Report participation and performance results for each assessment, content area, and grade level. This includes reporting alternate assessments separately from the general assessment where confidentiality of students is not jeopardized.

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

3. Report number of students with disabilities receiving accommodations.

4. Report participation percentages, disaggregated by grade.

5. Make data accessible by attending carefully to the usability of formats, ease of finding information, and clarity of language. This includes not relying on a log-in code to access otherwise public data if confidentiality of individual students is not jeopardized.

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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.

7. If a state uses other categories that group students with disabilities with other students (e.g., historically under-performing) ensure reporting still occurs for students with disabilities where confidentiality is not jeopardized.

8. If report cards disaggregate data by local education agencies, also aggregate those subgroups at the state level.

9. For states with customized report generators, build in comparison features by population, grade and content area, with options to export the data easily. Many states do this already, but some require a user to customize an individual report one at a time for every subgroup population, content, grade, and reference peer population.

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References

Albus, D., Lazarus, S. S., & Thurlow, M. L. (2015). 2012-13 publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 70). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

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

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

Albus, D., Thurlow, M., & Bremer, C. (2009). Achieving transparency in the public reporting of 2006-2007 assessment results (Technical Report 53). Minneapolis, MN: University of 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.

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

Thurlow, M., Bremer, C., & Albus, D. (2008). Good news bad news in disaggregated subgroup reporting to the public on 2005-2006 assessment results (Technical Report 52). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

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

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

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

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

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Appendix AThe National Center on Educational Outcomes is examining states’ public reports for the 2016-2017 school year assessment results. Our goal is to:

(a) identify all components of each state’s testing system;

(b) determine whether each state reports disaggregated test results for students with disabili-ties and English language learners (ELLs) with disabilities; and

(c) describe the way participation and performance information is presented.

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

We have reviewed your Web site for this information and have enclosed tables summarizing that re-view. 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 informa-tion 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 at [email protected] . Please respond by June 30, 2017.

Thank you for taking the time to provide this information.

Martha Thurlow, Director NCEO

Deb Albus, Research Fellow, NCEO

Alabama

1. Reporting in State Assessments Summary Please check the information below for accuracy and make edits as needed.

Assessments Grade Subject Areas Disaggregated Data Used forTitle I

Special Educa-tion

ELLs with Dis-abilities

Partici-pation

Per-form-ance

Partici-pation

Per-form-ance

ACT Aspire 3-8, 10 Reading, Math Yes Yes No No YesThe ACT College Readiness Test

11 English, Math, Read-ing, Science

No No No No No

Alabama Alternate As-sessment

3-8, 11 Reading, Math Yes Yes No No Yes

2. Reporting on Students with DisabilitiesHow was participation and performance reported on the Title I assessments (general and alter-nate based on alternate achievement standards (AA-AAS))? Note Yes, No, or NA (not applicable). If AA-AAS is merged with general, repeat the answer for general.

mailto:[email protected]

mailto:[email protected]

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For Title I Assessments: Participation PerformanceParticipation General AA-

AASPerformance General AA-

AASNumber Enrolled/ Eligible to be

TestedNo No Percent Proficient No No

Number of Students Tested No Yes OR Percent Proficient Derived

Yes Yes

Number of Students Not Tested No No Percent Not Proficient No NoPercent Participating in Test Yes Yes Number Proficient No No

Percent of Students Not Tested No No Number Not Proficient No NoNumber of Students with Scores No No Number by Achievement

LevelNo Yes

Number of Students with No scores No No Percent by Achievement Level

Yes No

Percent of Students with No Scores No No Other (e.g., percentile rank) No No

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

Accommodated Status Reporting

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

List assessment and describe reporting Reported Par-ticipation?

Reported Per-formance?

On what assessment(s)?

Yes. Has number tested for alternate with and without accommodations with performance in achievement levels and all category percent proficient.

Yes Yes

Report name/Link to report/attach:

https://www.alsde.edu/dept/data/Assessment%20Data/ParticipationInAssessments2016-2017.pdf

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



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5. Disaggregated Data for the English Language Proficiency Assessment

ELPA Name Grade Reports Data for All Students

Disaggregated Data for ELLs with Disabili-ties

Participation PerformanceNot found, was ACCESS for ELLs

K-12 No No No

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Appendix B

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Stat

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tes

Ala

bam

aA

CT

Asp

ire3

to 8

, 10

Rea

ding

, Mat

hYe

sYe

sYe

s

Ala

bam

a S

ci-

ence

5,7

Sci

ence

Yes

Yes

Ala

ska

Per

form

ance

E

valu

atio

n fo

r Ala

ska’

s S

choo

ls

(PE

AK

S)

3 to

10

Eng

lish

Lan-

guag

e A

rts a

nd

Mat

hem

atic

s

Yes

Yes

Yes

Ala

ska

Sci

ence

A

sses

smen

t4,

8, 1

0S

cien

ceYe

sYe

s

Ariz

ona

Ariz

ona’

s In

stru

men

t to

Mea

sure

Sta

n-da

rds

(AIM

S

and

AIM

S H

S)

4, 8

, HS

Sci

ence

N

oN

oYe

s

AZM

erit

3 to

11,

E

oCA

lg I,

Alg

II,

Geo

met

ry,

Mat

h, E

nglis

h La

ngua

ge A

rts

Yes

Yes

Ark

ansa

sA

CT

Asp

ire3

to 8

, 10

Eng

lish,

Rea

d-in

g, S

cien

ce,

Mat

h, W

ritin

g

Yes

Yes

Yes

Cal

iforn

iaC

alifo

rnia

S

tand

ards

Tes

t S

core

s (C

ST)

5, 8

, 10

Sci

ence

Yes

Yes

Yes

Sm

arte

r Bal

-an

ced

Sum

ma-

tive

3 to

11

Eng

lish

Lan-

guag

e A

rts,

Mat

h

Yes

Yes

Tab

le B

-1. D

isag

gre

gat

ed S

pec

ial E

du

cati

on

Dat

a o

n G

ener

al A

sses

smen

ts: R

ead

ing

/EL

A, M

ath

an

d S

cien

ce

37NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Col

orad

oPA

RC

C A

s-se

ssm

ent

3 to

11,

E

oCR

eadi

ng (3

-11

), M

ath

(3-8

an

d A

lg.I

& II

, G

eom

., In

teg.

I,

II, a

nd II

I.

Yes

Yes

Yes

Col

orad

o M

easu

res

of

Aca

dem

ic S

uc-

cess

5, 8

Sci

ence

(5,8

), Ye

sYe

s

Con

nect

icut

Sm

arte

r Bal

-an

ced

Ass

ess-

men

ts

3 to

8E

nglis

h La

n-gu

age

Arts

, M

ath

Yes

Yes

Yes

Con

nect

icut

A

cade

mic

Per

-fo

rman

ce T

est

10S

cien

ceYe

sYe

s

Con

nect

icut

M

aste

ry T

est

(CM

T)

5, 8

Sci

ence

Ye

sYe

s

Con

nect

icut

S

AT S

choo

l D

ay

11R

eadi

ng,

Writ

ing

and

Lang

uage

, M

athe

mat

ics

No

No

Del

awar

eS

mar

ter B

al-

ance

d A

sses

s-m

ent

3-8,

11

Eng

lish

Lan-

guag

e A

rts,

Mat

h

Yes

Yes

Yes

SAT

11

11R

eadi

ng, M

ath,

S

cien

ce,

Yes

Yes

Del

awar

e C

ompr

ehen

-si

ve A

sses

s-m

ent S

yste

ms

(DC

AS

)

5, 8

, 10

Sci

ence

(5

,8,1

0)Ye

sYe

s

38 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Flor

ida

Flor

ida

Sta

n-da

rds

Ass

ess-

men

t

3 to

10

Eng

lish

Lan-

guag

e A

rts

(ELA

), M

ath-

emat

ics

Yes

Yes

Yes

Sta

tew

ide

Sci

-en

ce A

sses

s-m

ent

5, 8

Sci

ence

Yes

Yes

Geo

rgia

Geo

rgia

Mile

-st

one

Ass

ess-

men

t End

of

Gra

de

3 to

8La

ngua

ge A

rts,

Mat

h, S

cien

ceYe

sYe

sYe

s

Geo

rgia

Mile

-st

one

Ass

ess-

men

t, E

oC

EoC

Alg

ebra

I,

CC

GP

S C

oord

i-na

te A

lgeb

ra,

Bio

logy

, Phy

si-

cal S

cien

ce,

Nin

th G

rade

Li

tera

ture

and

C

ompo

sitio

n,

Am

eric

an

Lite

ratu

re a

nd

Com

posi

tion,

G

eom

etry

, Ana

-ly

tic G

eom

etry

Yes

Yes

Haw

aii

Sm

arte

r Bal

-an

ced

Ass

ess-

men

t

3-8,

11

Eng

lish

Lan-

guag

e A

rts,

Mat

h

No

No

X

End

of C

ours

eE

oCB

iolo

gy I

(re-

quire

d).

No

No

Haw

aii S

tate

A

sses

smen

t in

Sci

ence

4, 8

Sci

ence

No

No

39NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Idah

oG

ener

al

Ass

essm

ent

3-8,

HS

Eng

lish

Lan-

guag

e A

rts

(ELA

) and

M

ath(

3-8,

HS

), S

cien

ce (5

,7,

HS

)

Yes

Yes

Yes

Illin

ois

PAR

CC

A

sses

smen

t3-

8, H

SE

nglis

h La

n-gu

age

Arts

, M

ath

Yes

Yes

Yes

Sce

ince

3, 6

, 8S

cien

ce

Yes

Yes

Indi

ana

Indi

ana

Sta

te-

wid

e Te

stin

g fo

r Edu

catio

n P

rogr

ess-

Plu

s (IS

TEP

+)

3 to

8,

10E

nglis

h/La

n-gu

age

Arts

, M

ath,

Sci

ence

(4

,6)

Yes

Yes

Yes

End

of C

ours

e A

sses

smen

ts

(EC

As)

EoC

Eng

lish

10,

Alg

ebra

I, B

iol-

ogy

I Rep

orte

d E

nglis

h an

d A

lgeb

ra I

only.

No

No

Iow

aIo

wa

Ass

ess-

men

t3-

8,11

Rea

ding

, Mat

hYe

sYe

sYe

s

Iow

a A

sses

s-m

ent S

cien

ce5,

8,11

Sci

ence

Yes

Yes

Kan

sas

Gen

eral

A

sses

smen

t3-

8,10

, 11

Rea

ding

, M

ath,

Sci

ence

(4

,7,1

1) N

o S

ci-

ence

repo

rted

No

No

X

40 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Ken

tuck

yK

entu

cky

Per

-fo

rman

ce R

at-

ing

for E

duca

-tio

nal P

rogr

ess

(K-P

RE

P)

3-8,

10

,11

Rea

ding

, Mat

h,

Sci

ence

(4, 7

), W

ritin

g (5

, 6,

8, 1

0, 1

1), L

an-

guag

e M

echa

n-ic

s (4

, 6, 1

0)

Yes

Yes

Yes

End

of C

ours

eE

oCE

nglis

h II,

Alg

e-br

a II,

Bio

logy

Yes

Yes

Sta

nfor

d A

chie

vem

ent

Test

10

(par

t of

K-P

RE

P)

3 to

8R

eadi

ng, M

ath

(3-8

) Sci

ence

(4

,7),

Lang

uage

M

echa

nics

(4,6

)

Yes

Yes

Loui

sian

aE

nd o

f Cou

rse

test

sE

oC, 9

to

12

Eng

lish,

Mat

h,

Sci

ence

, N

oN

oYe

s

PAR

CC

gen

eral

as

sess

men

t3

to 8

Eng

lish

Lan-

guag

e ar

ts,

Mat

h

No

No

LEA

P3

to 8

Rea

ding

, Mat

h,

Sci

ence

, N

oYe

s

Mai

neeM

Pow

erM

E3-

8,M

athe

mat

ic,

Rea

ding

, Writ

-in

g, L

angu

age

Yes

Yes

Yes

Mai

ne E

duca

-tio

nal A

sses

s-m

ent (

ME

A)

Sci

ence

5,8,

3rd

year

HS

Sci

ence

Yes

Yes

SAT

HS

Mat

h, E

nglis

h,

Lang

uage

Arts

Yes

Yes

41NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Mar

ylan

dM

aryl

and

Sch

ool A

sses

s-m

ent (

MS

A)

5, 8

Sci

ence

No

No

Yes

PAR

CC

A

sses

smen

t3

to 8

Eng

lish

Lan-

guag

e A

rts,

Mat

h

Yes

Yes

Mas

sach

uset

tsM

assa

chus

etts

C

ompr

ehen

-si

ve A

sses

s-m

ent S

yste

m

(MC

AS

)

3-8,

10

Eng

lish/

Lan-

guag

e A

rts,

Mat

h,

Yes

Yes

Yes

PAR

CC

gen

eral

as

sess

men

t3

to 8

Eng

lish/

Lan-

guag

e A

rts,

Mat

h (3

to 8

), A

lgeb

ra I

(8th

gr

ade)

Yes

Yes

STE

MC

AS

Te

sts

5, 8

, 9,

or 1

0S

cien

ce a

nd

Tech

nolo

gy/

Eng

inee

ring

(sin

gle

dis-

cipl

ine

test

s in

(Bio

logy

, C

hem

istry

, Int

ro

Phy

sics

, and

Te

chno

logy

/ E

ngin

eerin

g)

Yes

Yes

42 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Mic

higa

nM

ichi

gan

Stu

dent

Tes

t of

Edu

catio

nal

Pro

gres

s (M

-S

TEP

)

3-8,

11

Eng

lish

Lan-

guag

e A

rts,

Mat

h, (3

to 8

, 11

), S

cien

ce

(4,7

, 11)

Yes

Yes

Yes

Mic

higa

n M

erit

Exa

m (M

ME

)11

Col

lege

Boa

rd

SAT

Wor

kKey

s (r

eadi

ng, m

ath-

emat

ics,

and

lo

catin

g in

form

atio

n),

and

Mic

higa

n-de

velo

ped

Sci

-en

ce M

-STE

P.

Yes

Yes

Min

neso

taM

inne

sota

C

ompr

ehen

sive

A

sses

smen

t (M

CA

) –III

3-8,

HS

Rea

ding

(3 to

8,

10),

Mat

h (3

to

8, 1

1), S

cien

ce

(5, 8

, HS

)

Yes

Yes

Yes

Mis

siss

ippi

Mis

siss

ippi

Aca

-de

mic

Ass

ess-

men

t Pro

gram

(M

AA

P)

3 to

8

and

EoC

Lang

uage

Arts

, M

ath

Yes

Yes

Yes

Sci

ence

Tes

ts5,

8S

cien

ceYe

sYe

s

Hig

h sc

hool

S

ubje

ct A

rea

Test

s

EoC

Bio

logy

I,

Yes

Yes

43NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Mis

sour

iG

rade

-Lev

el

Ass

essm

ent

3-8,

HS

Eng

lish

Lan-

guag

e A

rts,

Mat

h, S

cien

ce

(5,8

),

Yes

Yes

Yes

Onl

ine

End

of

Cou

rse

Ass

ess-

men

ts

EoC

Eng

lish

I and

II,

Alg

ebra

I an

d II,

G

eom

etry

, B

i-ol

ogy

I, P

hysi

-ca

l Sci

ence

,

No

No

Mon

tana

Sm

arte

r Bal

-an

ced

Ass

ess-

men

t

3-8,

11

Eng

lish

Lan-

guag

e A

rts,

Mat

h

Yes

Yes

Yes

Crit

erio

n R

ef-

eren

ced

Test

S

cien

ce

4, 8

, 10

Sci

ence

No

No

Neb

rask

aN

ebra

ska

Sta

te

Acc

ount

abili

ty

(NeS

A)

3-8,

11

Rea

ding

, Mat

h , S

cien

ce

(5,8

,11)

, Writ

ing

(4, 8

, 11)

Yes

Yes

Yes

Nev

ada

Crit

erio

n R

ef-

eren

ced

Test

(C

RT)

3-8,

10

Rea

ding

, Mat

h (3

-8),

Sci

ence

(5

,8, 1

0)

Yes

Yes

Yes

Hig

h S

choo

l P

rofic

ienc

y E

xam

EoC

ELA

, Mat

hYe

sYe

s

44 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

New

Ham

pshi

reS

mar

ter B

al-

ance

d A

sses

s-m

ent

6, 7

, 8E

LA, M

ath

Yes

Yes

Yes

New

Eng

land

C

ompr

ehen

sive

A

sses

smen

t P

rogr

am (N

E-

CA

P)

4, 8

, 11

Sci

ence

No

No

SAT

10,1

1 R

eadi

ng, M

ath

Yes

Yes

New

Jer

sey

PAR

CC

As-

sess

men

t3

to 8

Eng

lish

Lan-

guag

e A

rts,

Mat

h

Yes

Yes

Yes

New

Jer

sey

Bio

logy

Com

pe-

tenc

y Te

st

EoC

Bio

logy

Yes

Yes

PAR

CC

Hig

h S

choo

l Ass

ess-

men

ts

9 to

11

Eng

lish

Lan-

guag

e A

rts (9

to

11)

, Alg

ebra

I,

Alg

ebra

II,

Geo

met

ry

Yes

Yes

New

Mex

ico

PAR

CC

As-

sess

men

t3

to 8

, 11

Eng

lish

Lan-

guag

e A

rts,

Mat

h

No

Yes

Yes

Sta

ndar

ds

Bas

ed A

sses

s-m

ent (

SB

A)

4, 7

, 10

-11

Sci

ence

(4, 7

, 10

, 11)

No

Yes

Sta

ndar

ds

Bas

ed A

sses

s-m

ent S

pani

sh

4, 7

, 10

-11

Rea

ding

No

Yes

45NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

New

Yor

kN

ew Y

ork

Sta

te

Test

ing

Pro

-gr

am (N

YS

TP)

3 to

8E

nglis

h La

n-gu

age

Arts

, M

ath,

Sci

ence

(4

,8)

Yes

Yes

Yes

Com

mon

Cor

e R

egen

tsE

oCA

lgeb

ra I,

Eng

-lis

h La

ngua

ge

Arts

, Geo

met

ry

No

No

Reg

ents

Com

-pe

tenc

y Te

sts

EoC

Mat

h, S

cien

ce,

Rea

ding

, Writ

-in

g,

No

No

Reg

ents

Exa

ms

EoC

Com

preh

ensi

ve

Eng

lish

etc.

No

No

Nor

th C

arol

ina

End

of G

rade

M

ultip

le C

hoic

e Te

st

3 to

8R

eadi

ng, M

ath,

S

cien

ce (5

,8)

Yes

Yes

Yes

End

of C

ours

e M

ultip

le C

hoic

eE

OC

Mat

h I,

Bio

logy

, E

nglis

h II,

Ye

sYe

s

Nor

th D

akot

aS

mar

ter B

al-

ance

d A

sses

s-m

ent

3-8,

11

Rea

ding

, Mat

hYe

sYe

sYe

s

Sci

ence

As-

sess

men

t4,

8, 1

1S

cien

ceYe

sYe

s

46 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Ohi

oO

HIO

Sta

te

Test

s3

to 8

Mat

h, R

eadi

ng,

Sci

ence

(5, 8

,) Ye

sYe

sYe

s

Ohi

o E

nd o

f C

ours

e E

xam

sH

SA

lgeb

ra 1

, G

eom

etry

, Int

e-gr

ated

Mat

h 1,

In

tegr

ated

Mat

h 2,

• B

iolo

gy,

Eng

lish

I and

E

nglis

h II

Yes

Yes

Okl

ahom

aO

klah

oma

Cor

e C

urric

ulum

Te

sts

(OC

CT)

3 to

8M

ath,

Rea

ding

, S

cien

ce (5

,8),

Geo

grap

hy (7

),

Writ

ing

(5,8

)

No

No

X

Hig

h S

choo

l O

STP

10E

LA, M

ath,

Sci

-en

ce,

No

No

Ore

gon

Sm

arte

r Bal

-an

ced

Ass

ess-

men

t

3-8,

11E

nglis

h La

n-gu

age

Arts

, M

ath

Yes

Yes

Yes

OA

Ks

Onl

ine

5,8,

11 S

cien

ceYe

sYe

s

Pen

nsyl

vani

aP

enns

ylva

nia

Sys

tem

of

Sch

ool A

sses

s-m

ent (

PS

SA

)

3 to

8R

eadi

ng, M

ath,

S

cien

ce (4

,8,)

No

No

X

Key

ston

e E

xam

11A

lgeb

ra,

Bio

logy

and

Li

tera

ture

No

No

47NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Ohi

oO

HIO

Sta

te

Test

s3

to 8

Mat

h, R

eadi

ng,

Sci

ence

(5, 8

,) Ye

sYe

sYe

s

Ohi

o E

nd o

f C

ours

e E

xam

sH

SA

lgeb

ra 1

, G

eom

etry

, Int

e-gr

ated

Mat

h 1,

In

tegr

ated

Mat

h 2,

• B

iolo

gy,

Eng

lish

I and

E

nglis

h II

Yes

Yes

Okl

ahom

aO

klah

oma

Cor

e C

urric

ulum

Te

sts

(OC

CT)

3 to

8M

ath,

Rea

ding

, S

cien

ce (5

,8),

Geo

grap

hy (7

),

Writ

ing

(5,8

)

No

No

X

Hig

h S

choo

l O

STP

10E

LA, M

ath,

Sci

-en

ce,

No

No

Ore

gon

Sm

arte

r Bal

-an

ced

Ass

ess-

men

t

3-8,

11E

nglis

h La

n-gu

age

Arts

, M

ath

Yes

Yes

Yes

OA

Ks

Onl

ine

5,8,

11 S

cien

ceYe

sYe

s

Pen

nsyl

vani

aP

enns

ylva

nia

Sys

tem

of

Sch

ool A

sses

s-m

ent (

PS

SA

)

3 to

8R

eadi

ng, M

ath,

S

cien

ce (4

,8,)

No

No

X

Key

ston

e E

xam

11A

lgeb

ra,

Bio

logy

and

Li

tera

ture

No

No

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Rho

de Is

land

New

Eng

land

E

duca

tion

As-

sess

men

t Pro

-gr

am (N

EC

AP

)

4, 8

, 11

Sci

ence

No

Yes

Yes

PAR

CC

As-

sess

men

t3-

8, H

SE

LA, M

ath

(3-8

, H

S),

Alg

ebra

I,

Geo

met

ry, I

nte-

grat

ed M

ath

Yes

Yes

Sou

th C

arol

ina

Pal

met

to A

s-se

ssm

ent o

f S

tate

Sta

n-da

rds

4 to

8S

cien

ce,

Yes

Yes

Yes

Sou

th C

arol

ina

Col

lege

- and

C

aree

r-R

eady

A

sses

smen

ts

(SC

RE

AD

Y)

3 to

8E

nglis

h, R

ead-

ing,

Writ

ing,

M

ath

Yes

Yes

End

of C

ours

e E

xam

inat

ion

(per

form

ance

re

porte

d as

gr

ades

A-F

)

EoC

Alg

ebra

1 /M

ath

for T

echn

olo-

gies

2, B

iolo

gy

1/A

pplie

d B

iol-

ogy

2, E

nglis

h 1,

Yes

Yes

Sou

th D

akot

aS

mar

ter B

al-

ance

d A

sses

s-m

ent

3 to

8E

LA a

nd M

ath.

11

Yes

Yes

Yes

AC

TH

SR

eadi

ng, M

ath

No

No

Sou

th D

akot

a S

tate

Tes

t of

Edu

catio

nal

Pro

gres

s (D

STE

P)

5, 8

, 11

Sci

ence

N

oN

o

48 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Tenn

esse

eA

dopt

ed n

ew

TNR

eady

st

anda

rds

No

asse

ssm

ent

data

repo

rted

3 to

8,

HS

ELA

, Mat

h,

Sci

ence

3-5

–

Sci

ence

, 6-8

E

LA, a

nd 6

-8

and

9-12

(com

-bi

ned

rang

es

for m

ath)

Yes

Yes

Yes

End

of C

ours

eE

oCA

lgeb

ra I,

Alg

e-br

a II,

Eng

lish

I, E

nglis

h II,

Eng

-lis

h III

, Bio

logy

, C

hem

istry

Yes

Yes

Texa

sS

tate

of T

exas

S

tate

of T

exas

A

sses

smen

ts

of A

cade

mic

R

eadi

ness

(STA

AR

) In

clud

es S

pan-

ish

vers

ion

Ass

essm

ents

of

Aca

dem

ic

Rea

dine

ss

3 to

8M

ath,

Rea

ding

, W

ritin

g (4

,7),

Sci

ence

(5,8

)

Yes

Yes

Yes

STA

AR

EoC

* an

d S

TAA

R-A

an

d S

TAA

R L

re

porti

ng

EoC

Alg

ebra

I, B

iol-

ogy,

Eng

lish

I R

eadi

ng, E

ng-

lish

I Writ

ing,

Yes

Yes

Uta

hS

tude

nt A

s-se

ssm

ent o

f G

row

th a

nd

Exc

elle

nce

(SA

GE

)

3 to

11

Rea

ding

, La

ngua

ge A

rts,

Mat

h, S

cien

ce

Yes

Yes

Yes

Verm

ont

Sm

arte

r Bal

-an

ced

Ass

ess-

men

t

3-8,

11

Eng

lish

Lan-

guag

e A

rts,

Mat

h

Yes

Yes

Yes

NE

CA

P4,

8, 1

1S

cien

ceYe

sYe

s

49NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Virg

inia

Sta

ndar

ds o

f Le

arni

ng (S

OL)

3 to

8R

eadi

ng, M

ath,

S

cien

ce (3

,5,8

), N

oYe

sYe

s

Con

tent

Spe

-ci

fic T

est

3 to

8R

eadi

ng, M

ath,

S

cien

ceYe

sYe

s

End

of C

ours

e Te

stE

oCR

eadi

ng,

etc.

Yes

Yes

Was

hing

ton

Sm

arte

r Bal

-an

ced

Ass

ess-

men

t

3-8,

11

Eng

lish

Lan-

guag

e A

rts,

Mat

h

Yes

Yes

Yes

Mea

sure

men

ts

of S

tude

nt

Pro

gres

s (M

SP

)

5, 8

Sci

ence

No

No

End

of C

ours

eE

oCA

lgeb

ra 1

/In

tegr

ated

Mat

h 1,

Geo

met

ry/

Inte

grat

ed M

ath

2, B

iolo

gy (p

art

for T

itle

I)

Yes

Yes

Wes

t Virg

inia

Wes

t Virg

inia

G

ener

al S

um-

mat

ive

Ass

ess-

men

t (W

VG

SA

}

3 to

11

Eng

lish

Lan-

guag

e A

rts/

Lite

racy

, Mat

h

Yes

Yes

Yes

Sci

ence

5, 8

, 10

Sci

ence

Yes

Yes

50 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Wis

cons

inW

isco

nsin

Fo

rwar

d3

to 8

Eng

lish

Lan-

guag

e A

rts,

Mat

hem

atic

s,

Sci

ence

(4, 8

, 9-

11),

Yes

Yes

Yes

AC

T11

(HS

)E

nglis

h, R

ead-

ing,

Mat

hem

at-

icsW

ritin

g,

Yes

Yes

Wyo

min

gP

rofic

ienc

y A

s-se

ssm

ents

for

Wyo

min

g S

tu-

dent

s (P

AWS

)

3-8,

11

Rea

ding

, Mat

h,

Sci

ence

(4,8

, 11

)

Yes

Yes

Yes

Tota

l Reg

ular

Sta

tes

(N=5

0)32

121

14

Uni

que

Stat

esA

mer

ican

Sam

oaS

tand

ards

B

ased

Ass

ess-

men

ts

3, 5

, 7,

10R

eadi

ng (3

, 5

repo

rted,

7 a

nd

10 p

ilotin

g),

Mat

h (3

, 5, 7

, 10

)

No

No

X

AC

T11

, 12

Eng

lish,

Mat

h,

Rea

ding

, Sci

-en

ce

No

No

Bur

eau

of In

dian

E

duca

tion

Indi

vidu

al s

tate

ad

min

iste

red

asse

ssm

ents

Ele

m to

H

SB

y S

tate

: La

ngua

ge A

rts,

Rea

ding

, Mat

h,

Sci

ence

No

No

X

Com

mon

wea

lth o

f N

orth

ern

Mar

iana

Is

land

s

AC

T A

SP

IRE

3 to

10

Eng

lish,

Mat

h,

Rea

ding

, Sci

-en

ce, W

ritin

g

No

No

X

51NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

U.S

.Dep

artm

ent

of D

efen

se E

du-

catio

n A

ctiv

ity

No

Ass

ess-

men

ts U

sed

for

Title

I

No

Title

I A

ssm

ts.

Dis

trict

of C

olum

-bi

aPA

RC

C A

s-se

ssm

ent

3 to

8,

HS

Eng

lish

Lan-

guag

e A

rts

(HS

: ELA

I an

d II)

, Mat

h (H

S:

Alg

ebra

I an

d II,

G

eom

etry

, Int

e-gr

ated

Mat

h)

Yes

Yes

Yes

Fede

rate

d S

tate

s of

Mic

rone

sia

No

Ass

ess-

men

ts U

sed

for

Title

I

No

Title

I A

ssm

ts.

Gua

mS

tanf

ord

Ach

ieve

men

t Te

st, 1

0

1 to

12

Rea

ding

(1,2

), M

ath

(1,2

), S

cien

ce(1

-8)

Follo

win

g ar

e 9

to 1

2: A

nato

my

and

Phy

siol

ogy,

B

iolo

gy, C

hem

-is

try, P

hysi

cal

Sci

ence

, Alg

e-br

a 1

and

2,

Geo

met

ry, R

e-su

lts re

porte

d fo

r stu

dent

s w

ith d

isab

ilitie

s on

ly fo

r Rea

d-in

g, M

ath

and

Sci

ence

.

No

No

X

AC

T A

SP

IRE

3 to

10

Eng

lish,

Rea

d-in

g, M

ath

No

No

Pal

auN

o in

form

atio

n fo

und

No

Info

Fo

und

52 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

n

Per-

form

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Part

. O

nly

for A

ll Te

sts

Perf

. O

nly

for A

ll Te

sts

Perf

. O

nly

for

Som

e Te

sts

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Pue

rto R

ico

Pue

rto R

ican

A

cade

mic

A

chie

vem

ent

Test

3-8,

11

Spa

nish

, Eng

-lis

h, M

ath,

Sci

-en

ce (4

,8,1

1)

No

No

X

Rep

ublic

of M

ar-

shal

l Isl

ands

No

Ass

ess-

men

ts U

sed

for

Title

I

No

Title

I A

ssm

ts.

U.S

. Virg

in Is

land

sS

mar

ter B

al-

ance

d A

sses

s-m

ent

3-8,

11

Eng

lish

Lan-

guag

e A

rts,

Mat

h

No

No

X

Tota

l Uni

que

Stat

es (N

=11)

10

00

010

Tota

l Reg

ular

and

Uni

que

Stat

es (N

=61)

3312

01

114

Perc

ent

54%

20%

02%

2%22

%

53NCEO

Stat

eTe

stG

rade

Subj

ect

Are

asPa

rtic

i-pa

tion

Perf

orm

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

All

Use

d fo

r Ti

tle I

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

orm

-an

ce

Onl

y fo

r So

me

or

All

Test

s

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Reg

ular

Sta

tes

Ala

bam

aA

CT

Col

lege

R

eadi

ness

Tes

t11

Eng

lish,

M

ath,

Rea

d-in

g, S

cien

ce

No

No

X

Ala

ska

Non

e

-

-Ye

s

Ariz

ona

Non

e

-

-Ye

s

Ark

ansa

sN

one

--

Yes

Cal

iforn

iaN

one

--

Yes

Col

orad

oC

olor

ado

Mea

-su

res

of A

ca-

dem

ic S

ucce

ss

4, 7

Soc

ial S

tud-

ies

Yes

Yes

Yes

Con

nect

icut

Non

e

-

-Ye

s

Del

awar

eE

nd o

f Cou

rse

Exa

ms

EoC

U.S

. His

tory

(r

equi

red)

, B

iolo

gy,

Alg

ebra

II,

Inte

grat

ed

Mat

hem

at-

ics

III (n

ot

requ

ired)

No

No

Yes

SAT

11

11S

ocia

l Stu

d-ie

sYe

sYe

s

DC

AS

4, 7

Soc

ial S

tud-

ies

Yes

Yes

Flor

ida

FSA

End

-of-

Cou

rse

(EO

C)

Ass

essm

ents

EO

CA

lgeb

ra 1

an

d G

eom

-et

ry

Yes

Yes

Yes

Nex

t Gen

erat

ion

Sun

shin

e S

tate

S

tand

ards

(N

GS

SS

) EO

C

Ass

essm

ents

EO

CC

ivic

s, U

.S.

His

tory

, and

B

iolo

gy 1

Yes

Yes

Tab

le B

-2. D

isag

gre

gat

ed S

pec

ial E

du

cati

on

Dat

a o

n G

ener

al A

sses

smen

ts N

ot

Use

d fo

r Tit

le I

54 NCEO

Stat

eTe

stG

rade

Subj

ect

Are

asPa

rtic

i-pa

tion

Perf

orm

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

All

Use

d fo

r Ti

tle I

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

orm

-an

ce

Onl

y fo

r So

me

or

All

Test

s

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Geo

rgia

Geo

rgia

Mile

-st

one

Ass

ess-

men

t End

of

Gra

de

3 to

8S

ocia

l Stu

d-ie

sYe

sYe

sYe

s

Geo

rgia

Mile

-st

one

Ass

ess-

men

t EoC

EoC

Uni

ted

Sta

tes

His

tory

/E

cono

mic

s/B

usin

ess/

Free

Ent

er-

pris

e

Yes

Yes

Haw

aii

End

of C

ours

e E

oCA

lgeb

ra I,

A

lgeb

ra II

, E

xpos

itory

W

ritin

g I

and/

or U

.S.

His

tory

No

No

X

Idah

oId

aho

Rea

ding

In

dica

tor

K-3

Rea

ding

No

Yes

Yes

Illin

ois

Non

e

-

-Ye

s

Indi

ana

Indi

ana

Rea

ding

E

valu

atio

n an

d D

eter

min

atio

n (IR

EA

D-3

)

3R

eadi

ngYe

sYe

sYe

s

ISTE

P+

5, 7

Soc

ial S

tud-

ies

Yes

Yes

Iow

aN

one

--

Yes

Kan

sas

Non

e

-

-Ye

s

Ken

tuck

yA

CT

11E

nglis

h,

Mat

h, R

ead-

ing,

Sci

ence

Yes

Yes

Yes

K-P

RE

P an

d E

oC5,

8,

EoC

Soc

ial S

tud-

ies

Yes

Yes

55NCEO

Stat

eTe

stG

rade

Subj

ect

Are

asPa

rtic

i-pa

tion

Perf

orm

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

All

Use

d fo

r Ti

tle I

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

orm

-an

ce

Onl

y fo

r So

me

or

All

Test

s

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Loui

sian

aA

CT

12E

nglis

h,

Rea

ding

, M

ath,

Sci

-en

ce

No

Yes

Yes

Pla

n10

Eng

lish,

M

ath,

Rea

d-in

g, S

cien

ce

No

No

Dib

els

Nex

tK

to 3

Rea

ding

No

No

EoC

EoC

Soc

ial S

tud-

ies

No

No

LEA

P3

to 8

Soc

ial S

tud-

ies

No

Yes

Mai

neN

one

--

Yes

Mar

ylan

dH

igh

Sch

ool

Ass

essm

ents

(H

SA

)

EoC

Eng

lish,

Al-

gebr

a/D

ata

Ana

lysi

s,

Bio

logy

, G

over

n-m

ent

Yes

Yes

Yes

Mas

sach

u-se

ttsS

TE-M

CA

S

Test

s -u

sed

beyo

nd T

itle

I

9, 1

0S

cien

ce

(Bio

logy

, C

hem

is-

try, I

ntro

P

hysi

cs a

nd

Tech

nolo

gy/

Eng

inee

ring

Yes

Yes

Yes

Mic

higa

nM

-Ste

p an

d M

ME

5, 8

, 11

Soc

ial S

tud-

ies

Yes

Yes

Yes

Min

neso

taN

one

--

Yes

Mis

siss

ippi

Hig

h S

choo

l S

ubje

ct A

rea

Test

s

EoC

US

His

tory

No

No

X

56 NCEO

Stat

eTe

stG

rade

Subj

ect

Are

asPa

rtic

i-pa

tion

Perf

orm

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

All

Use

d fo

r Ti

tle I

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

orm

-an

ce

Onl

y fo

r So

me

or

All

Test

s

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Mis

sour

iG

rade

Lev

el A

s-se

ssm

ent

HS

Soc

ial S

tud-

ies

Yes

Yes

Yes

Onl

ine

End

of

Cou

rse

Ass

ess-

men

ts

EoC

Am

eric

an

His

tory

, G

over

nmen

t

No

No

Mon

tana

AC

T P

lus

Writ

ing

HS

Rea

ding

, La

ngua

ge,

Mat

h,

Sci

ence

, W

ritin

g

No

No

X

Neb

rask

aA

CT

HS

ELA

, Mat

h,

Sci

ence

Yes

Yes

Yes

Nev

ada

AC

T11

Ye

sYe

sYe

s

New

Ham

p-sh

ireN

one

--

Yes

New

Jer

sey

Non

e

-

-Ye

s

New

Mex

ico

Non

e

-

-Ye

s

New

Yor

kR

egen

ts C

ompe

-te

ncy

Test

sE

oCG

loba

l S

tudi

es, U

S

His

tory

and

G

over

nmen

t

No

No

X

Nor

th C

arol

ina

AC

T B

ench

mar

k11

Eng

lish,

M

ath,

Rea

d-in

g, S

ci-

ence

, Writ

-in

g. S

tate

re

quire

s ta

king

in

11th

gra

de.

No

No

X

Nor

th D

akot

aN

one

--

Yes

57NCEO

Stat

eTe

stG

rade

Subj

ect

Are

asPa

rtic

i-pa

tion

Perf

orm

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

All

Use

d fo

r Ti

tle I

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

orm

-an

ce

Onl

y fo

r So

me

or

All

Test

s

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Ohi

oO

hio

Sta

te T

ests

4, 6

Soc

ial S

tud-

ies

Yes

Yes

Yes

Ohi

o E

nd o

f C

ours

e E

xam

sE

oCA

mer

ican

-H

isto

ry a

nd

Am

eric

an

Gov

ernm

ent

Yes

Yes

Okl

ahom

aO

CC

T5,

8S

ocia

l S

tudi

es, U

S

His

tory

No

No

X

Hig

h S

choo

l O

STP

EoC

US

His

tory

No

No

Ore

gon

OA

KS

Onl

ine

5, 8

, 11

Soc

ial S

tud-

ies

Yes

Yes

Yes

Pen

nsyl

vani

aN

one

--

Yes

Rho

de Is

land

Non

e

-

-Ye

s

Sou

th C

aro-

lina

AC

T3rd

yea

r in

HS

Eng

lish

Lan-

guag

e A

rts,

Mat

h

Yes

Yes

Yes

AC

T W

ork

Key

s3rd

yea

r in

HS

Rea

ding

for

Info

rm-a

tion,

A

pplie

d M

ath,

Loc

at-

ing

Info

rma-

tion

Yes

Yes

Pal

met

to A

s-se

ssm

ent o

f S

tate

Sta

ndar

ds

4 to

8S

ocia

l Stu

d-ie

sYe

sYe

s

End

of C

ours

e E

xam

EoC

US

His

-to

ry a

nd th

e C

onst

itutio

n

Yes

Yes

Sou

th D

akot

aN

one

--

Yes

58 NCEO

Stat

eTe

stG

rade

Subj

ect

Are

asPa

rtic

i-pa

tion

Perf

orm

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

All

Use

d fo

r Ti

tle I

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

orm

-an

ce

Onl

y fo

r So

me

or

All

Test

s

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Tenn

esse

eA

CT

HS

Eng

lish,

M

ath,

R

eadi

ng,

Sci

ence

, C

ompo

site

No

No

Yes

End

of C

ours

eE

oCU

S H

isto

ryYe

sYe

s

Texa

sS

TAA

R8

Soc

ial S

tud-

ies

Yes

Yes

Yes

STA

AR

EoC

, S

TAA

R A

, and

S

TAA

R L

EoC

US

His

tory

Yes

Yes

Uta

hK

3 R

eadi

ng

Com

pete

ncy

K to

3R

eadi

ngN

oYe

sYe

s

Verm

ont

Non

e

-

-Ye

s

Virg

inia

SO

L3,

5, 8

His

tory

, So-

cial

Stu

dies

No

Yes

Yes

Con

tent

Spe

cific

Te

st3

to 8

His

otry

/ So-

cial

Sci

ence

Yes

Yes

Was

hing

ton

End

of C

ours

e (p

artia

lly)

EoC

Alg

ebra

1/

Inte

grat

ed

Mat

h 1,

G

eom

etry

/In

tegr

ated

M

ath

2,

Bio

logy

. Par

t no

t use

d fo

r Ti

tle I.

No

No

X

59NCEO

Stat

eTe

stG

rade

Subj

ect

Are

asPa

rtic

i-pa

tion

Perf

orm

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

All

Use

d fo

r Ti

tle I

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

orm

-an

ce

Onl

y fo

r So

me

or

All

Test

s

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Wes

t Virg

inia

Col

lege

and

Ca-

reer

Rea

dine

ss

Aas

sess

men

t

12C

olle

ge

and

Car

eer

Rea

dine

ss

No

No

X

AC

T H

SE

nglis

h,

Mat

h, R

ead-

ing,

Sci

ence

No

No

SAT

(PS

AT 8

/9,

PS

AT N

MS

QT,

P

SAT

10)

HS

Crit

ical

R

eadi

ng

and

Mat

h

No

No

Wis

cons

inW

isco

nsin

For

-w

ard

4, 8

, 10

Soc

ial S

tud-

ies

Yes

Yes

Yes

Wyo

min

gA

ct P

lus

Writ

ing

or W

orkk

eys

(stu

dent

s ha

ve

optio

n in

gra

des

11 a

nd 1

2 to

ta

ke W

orkk

eys)

11, 1

2E

nglis

h,

Mat

h, R

ead-

ing,

Writ

ing,

S

cien

ce

No

No

X

Tota

l Reg

ular

Sta

tes

(N=5

0)18

154

310

Uni

que

Stat

esA

mer

ican

S

amoa

Non

e

-

-Ye

s

Bur

eau

of

Indi

an E

duca

-tio

n

Unc

lear

--

Yes

Com

mon

-w

ealth

of

Nor

ther

n M

ari-

ana

Isla

nds

Sta

ndar

ds

Bas

ed A

sses

s-m

ent

4, 6

, 8, 9

to

12

Cha

mor

ro &

C

arol

inia

n La

ngua

ge

Her

itage

S

tudi

es

(CC

LHS

)

No

No

X

End

of C

ours

eE

oCN

MI H

isto

ryN

oN

o

60 NCEO

Stat

eTe

stG

rade

Subj

ect

Are

asPa

rtic

i-pa

tion

Perf

orm

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

All

Use

d fo

r Ti

tle I

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

orm

-an

ce

Onl

y fo

r So

me

or

All

Test

s

No

Publ

icly

R

epor

ted

Dat

a Fo

und

U.S

.Dep

art-

men

t of D

e-fe

nse

Edu

ca-

tion

Act

ivity

Terr

a N

ova,

M

ultip

le A

s-se

ssm

ents

, 3rd

E

ditio

n

3 to

9R

eadi

ng/

Lang

uage

A

rts, M

ath-

emat

ics,

S

cien

ce,

Soc

ial S

tud-

ies

No

No

X

PS

AT 8

-9, P

SAT

/N

MS

QT

8-9,

10-

11R

eadi

ng,

Writ

ing

and

Lang

uage

, M

ath

No

No

Dis

trict

of

Col

umbi

aN

one

--

Yes

Fede

rate

d S

tate

s of

Mi-

cron

esia

Nat

iona

l Min

i-m

um C

ompe

-te

ncy

Sta

ndar

d-B

ased

Tes

t (N

MC

T)

4, 6

, 8,

10R

eadi

ng

(6,8

,10)

, M

ath

(4,6

,8,1

0),

Sci

ence

(8)

No

No

X

Gua

mS

tand

ards

-B

ased

Ass

ess-

men

t (P

artia

lly

used

for T

itle

I)

1 to

12

Rea

ding

, M

ath

No

No

X

SAT

10

1 to

12

Soc

ial

Stu

dies

, U

S G

over

n-m

ent,

US

H

isto

ry,

Wor

ld H

is-

tory

, Gua

m

His

tory

and

G

eogr

aphy

No

No

Pal

auN

o in

form

atio

n fo

und

--

No

Info

. Fo

und

61NCEO

Stat

eTe

stG

rade

Subj

ect

Are

asPa

rtic

i-pa

tion

Perf

orm

-an

ce

Rep

ortin

g Su

mm

ary

By

Stat

e

All

Use

d fo

r Ti

tle I

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

orm

-an

ce

Onl

y fo

r So

me

or

All

Test

s

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Pue

rto R

ico

Non

e

-

-Ye

s

Rep

ublic

of

Mar

shal

l Is

land

s

MIS

AT3,

6, 8

, 10

, 12

Eng

lish

Rea

ding

No

No

X

U.S

. Virg

in

Isla

nds

Non

e

-

-Ye

s

Tota

l Uni

que

Stat

es (N

=11)

60

00

5

Tota

l Reg

ular

and

Uni

que

Stat

es (N

=61)

2415

43

15

Perc

ent

42%

24%

6%5%

24%

62 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dR

egul

ar S

tate

sA

laba

ma

Ala

bam

a A

lter-

nate

Ass

essm

ent

(AA

A)

3-8,

11

Rea

ding

, Mat

hYe

sYe

sYe

s

Ala

ska

Dyn

amic

Lea

rn-

ing

Map

s (D

LM)

Alte

rnat

e A

sses

s-m

ent

3 to

10

ELA

and

Mat

h-em

atic

sYe

sYe

sYe

s

Ala

ska

Sci

ence

A

ltern

ate

Ass

ess-

men

t

4, 8

, 10

Sci

ence

Yes

Yes

Ariz

ona

AIM

S A

ltern

ate,

N

CS

C3

to 1

1,

EO

CE

nglis

h La

ngua

ge

Arts

, Mat

hYe

sYe

sYe

s

Ark

ansa

sM

SA

A3

to 8

, 11

Eng

lish

Lang

uage

A

rts, M

ath

No

No

X

Ark

ansa

s A

lter-

nate

Por

tfolio

5, 7

, 10

Sci

ence

No

No

Tab

le B

-3. D

isag

gre

gat

ed S

pec

ial E

du

cati

on

Dat

a fo

r A

A-A

AS

: Rea

din

g/E

LA

, Mat

h, a

nd

Sci

ence

63NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dC

alifo

rnia

Cal

iforn

ia A

lter-

nate

Ass

essm

ent

(CA

A)

3- 8

, 11

Eng

lish

Lang

uage

A

rts, M

ath

Yes

Yes

Yes

Cal

iforn

ia A

lter-

nate

Per

form

ance

A

sses

smen

t (C

APA

)

5, 8

, 10

Sci

ence

No

No

Col

orad

oC

olor

ado

Alte

r-na

te A

sses

smen

t (C

oAlt)

4-5,

7-8,

Sci

ence

(5, 8

)Ye

sYe

sYe

s

Col

orad

o A

lter-

nate

Ass

essm

ent

(CoA

lt)

3 to

11

Eng

lish

Lang

uage

A

rts, M

ath

Yes

Yes

Con

nect

icut

Alte

rnat

e C

MT

and

CA

PT

5, 8

, 10

Sci

ence

No

No

X

Con

nect

icut

Alte

r-na

te A

sses

smen

t3

-8, 1

1E

nglis

h La

ngua

ge

Arts

, Mat

hN

oN

o

Del

awar

eD

elaw

are

Com

-pr

ehen

sive

As-

sess

men

t Sys

tem

(D

CA

S-A

lt)

3 to

11

Rea

ding

, Mat

h (3

-11)

, Sci

ence

(5

,8,1

0)

Yes

Yes

Yes

Flor

ida

Flor

ida

Sta

ndar

ds

Alte

rnat

e A

sses

s-m

ent (

FSA

A)

3–10

an

d E

OC

Gra

des

3–10

ELA

, gr

ades

3–8

Mat

h-em

atic

s, g

rade

s 5

and

8 S

cien

ce, A

l-ge

bra

1, G

eom

etry

, C

ivic

s,B

iolo

gy 1

Yes

Yes

Yes

64 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dG

eorg

iaG

eorg

ia A

ltern

ate

Ass

essm

ent

K, 3

-8,

11E

nglis

h/La

ngua

ge

Arts

, Mat

h, S

ci-

ence

Yes

Yes

Yes

Haw

aii

Alte

rnat

e A

sses

s-m

ent

3-8,

HS

Rea

ding

, Mat

h,

Sci

ence

(4,8

,11)

No

No

X

Idah

oIS

AT A

ltern

ate

Sci

ence

5, 7

, HS

Sci

ence

Yes

Yes

Yes

NC

SC

/ M

ulti-

Sta

te A

ltern

ate

Ass

essm

ent

(MS

AA

)

3-8,

HS

Eng

lish

Lang

uage

A

rts, M

ath

Yes

Yes

Illin

ois

DLM

3-8,

11E

nglis

h La

ngua

ge

Arts

, Mat

hYe

sYe

sYe

s

Indi

ana

Indi

ana

Sta

n-da

rds

Tool

for

Alte

rnat

e R

epor

t-in

g (IS

TAR

)

3-8

and

10 E

LA, M

ath

Sci

-en

ce (4

, 7)

No

No

X

Iow

aIo

wa

Alte

rnat

e A

sses

smen

t (IA

A)

3-8,

11R

eadi

ng, M

ath

Yes

Yes

Yes

Iow

a A

ltern

ate

Ass

essm

ent (

IAA

) S

cien

ce

5,8,

11S

cien

ceYe

sYe

s

65NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dK

ansa

sD

LM A

ltern

ate

Ass

essm

ent

3-8,

10,

11

Rea

ding

, Mat

h,

Sci

ence

(4, 7

, 11)

No

No

X

Ken

tuck

yA

ltern

ate

Ken

-tu

cky

Per

for-

man

ce R

atin

g fo

r E

duca

tiona

l Pro

g-re

ss (K

-PR

EP

)

3 to

12

Rea

ding

(3-9

), M

ath

(3-8

,10)

, W

ritin

g (4

,5,6

, 8,

10,1

1), S

cien

ce

(4,7

,11)

Yes

Yes

Yes

Loui

sian

aLo

uisi

ana

Alte

r-na

te A

sses

smen

t 1

3 to

11

Rea

ding

, Mat

h,

Sci

ence

(4, 8

, 11)

No

No

X

Mai

neM

ulti—

Sta

te

Alte

rnat

e A

sses

s-m

ent (

MS

AA

)

3-8,

HS

ELA

/Lite

racy

, Mat

hYe

sYe

sYe

s

Mar

ylan

dA

ltern

ate

Mar

y-la

nd S

choo

l A

sses

smen

t (A

LT-M

SA

)

3-8,

10M

ath,

Rea

ding

, S

cien

ce (5

,8,1

0)Ye

sYe

sYe

s

Mas

sach

uset

tsM

assa

chus

etts

C

ompr

ehen

sive

A

sses

smen

t S

yste

m A

ltern

ate

(MC

AS

-Alt)

3 to

10

Eng

lish/

Lang

uage

A

rts, M

ath,

Sci

-en

ce a

nd T

echn

ol-

ogy/

Eng

inee

ring

(5, 8

-10)

Yes

Yes

Yes

Mic

higa

nM

ichi

gan

Ac-

cess

(MI-A

cces

s)

Func

tiona

l Ind

e-pe

nden

ce

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath,

Sci

-en

ce (4

, 7, 1

1)

Yes

Yes

Yes

Mic

higa

n A

cces

s (M

I-Acc

ess)

Sup

-po

rted

Inde

pen-

denc

e

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath,

Sci

-en

ce (4

, 7 1

1)

Yes

Yes

Mic

higa

n A

cces

s (M

I-Acc

ess)

Par

-tic

ipat

ion

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath,

Sci

-en

ce (4

, 7, 1

1)

Yes

Yes

66 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dM

inne

sota

Min

neso

ta T

est o

f A

cade

mic

Ski

lls

III (M

TAS

III)

3-8,

HS

Rea

ding

and

Mat

h,

Sci

ence

(5, 8

, HS

)Ye

sYe

sYe

s

Mis

siss

ippi

Mis

siss

ippi

Aca

-de

mic

Ass

ess-

men

t Pro

gram

-A

ltern

ate

(M

AA

P-A

)

8-M

arLa

ngua

ge A

rts,

Mat

h, S

cien

ce

(5,8

)

Yes

Yes

Yes

Mis

siss

ippi

Aca

-de

mic

Ass

ess-

men

t Pro

gram

-A

ltern

ate

(M

AA

P-A

)

HS

Lang

uage

Arts

, M

ath,

Sci

ence

Yes

Yes

Mis

sour

iM

isso

uri A

sses

s-m

ent P

rogr

am A

l-te

rnat

e (M

AP

-A)

3-8,

10,

11

Eng

lish

Lang

uage

A

rts, (

3 to

8, 1

1)

Mat

h (3

to 8

, 10)

, S

cien

ce (5

, 8, 1

1)

Yes

Yes

Yes

Mon

tana

MS

AA

Alte

rnat

e 3-

8, 1

0E

nglis

h La

ngua

ge

Arts

, Mat

hYe

sYe

sYe

s

Crit

erio

n R

efer

-en

ced

Test

(CR

T)

4, 8

.10

Sci

ence

No

No

Neb

rask

aA

ltern

ate

Ass

ess-

men

ts (N

ES

A-M

an

d N

ES

A-A

AM

)

3-8,

11

Rea

ding

, Mat

h,

Sci

ence

(5,8

,11)

, W

ritin

g (8

,11)

Yes

Yes

Yes

Nev

ada

Nev

ada

Alte

rnat

e A

sses

smen

t (N

AA

)

3-8,

11

Rea

ding

, Mat

h, N

o S

cien

ce o

r Writ

ing

repo

rted

No

No

X

New

Ham

pshi

reN

ew H

amps

hire

A

ltern

ate

Lear

n-in

g P

rogr

essi

on

Ass

essm

ent

(NH

A

LPS

)

4, 8

. 11

Sci

ence

No

Yes

Yes

DLM

3-8,

11

Rea

ding

, Mat

hN

oYe

s

67NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dN

ew J

erse

yA

ltern

ate

Pro

fi-ci

ency

Ass

ess-

men

t

4, 8

, 11

Sci

ence

Yes

Yes

Yes

DLM

3-8,

11

Rea

ding

Mat

hYe

sYe

s

New

Mex

ico

NC

SC

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath

No

Yes

Yes

Alte

rnat

ive

Per

-fo

rman

ce A

sses

s-m

ent (

NM

APA

)

4, 7

, HS

Sci

ence

N

oYe

s

New

Yor

kN

ew Y

ork

Sta

te

Alte

rnat

e A

sses

s-m

ent (

NY

SA

A)

3-8,

HS

Eng

lish

Lang

uage

A

rts, M

ath,

Sci

-en

ce (4

,8, H

S)

Yes

Yes

Yes

Nor

th C

arol

ina

Nor

th C

arol

ina

Ext

end

1 (N

CE

X-

TEN

D1)

8-M

arR

eadi

ng, M

ath,

S

cien

ce (5

,8)

Yes

Yes

Yes

Nor

th C

arol

ina

Ext

end

1 (N

CE

X-

TEN

D1)

10M

ath

I, B

iolo

gy,

Eng

lish

IIYe

sYe

s

Nor

th D

akot

aD

ynam

ic L

earn

-in

g M

aps

3-8,

11

Rea

ding

/ Lan

-gu

age

Arts

, Mat

h,

Sci

ence

Yes

Yes

Yes

ND

Alte

rnat

e A

sses

smen

t Sci

-en

ce

4, 8

, 11

Sci

ence

Yes

Yes

68 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dO

hio

Alte

rnat

e A

sses

s-m

ent f

or S

tude

nts

with

Cog

nitiv

e D

isab

ilitie

s (A

AS

CD

)

3 to

8E

nglis

h/La

ngua

ge

Arts

, Mat

h, S

ci-

ence

(5,8

)

Yes

Yes

Yes

Alte

rnat

e O

hio

Gra

duat

ion

Test

(O

GT-

HS

-AA

S-

CD

)

HS

Eng

lish/

Lang

uage

A

rts, M

ath,

Sci

-en

ce

Yes

Yes

Okl

ahom

aO

klah

oma

Alte

r-na

te A

sses

smen

t P

rogr

am (O

AA

P)

3-8,

HS

ELA

, Mat

h, S

ci-

ence

No

No

X

Ore

gon

Ore

gon

Ass

ess-

men

t of K

now

l-ed

ge a

nd S

kills

(O

AK

S) E

xten

ded

3-8,

11R

eadi

ng, M

ath,

S

cien

ce (5

,8,1

1),

Writ

ing

(11)

No

No

X

Pen

nsyl

vani

aP

enns

ylva

nia

Alte

rnat

e (P

AS

A)

3-8,

11

Rea

ding

, Mat

h.

Sci

ence

(4, 8

, 11)

N

o S

cien

ce fo

und.

No

No

X

Rho

de Is

land

MS

AA

(Mul

ti-S

tate

Alte

rnat

e A

sses

smen

t)

3 to

8,

11E

LA, M

ath.

No

Sci

-en

ce a

ltern

ate

data

fo

und.

Yes

Yes

Yes

Sou

th C

arol

ina

Sou

th C

arol

ina

Alte

rnat

e (S

C-

ALT

)

4 to

8,

11S

cien

ceN

oN

oX

NC

SC

Alte

rnat

e A

sses

smen

t3

to 8

, 11

Eng

lish

Lang

uage

A

rts, M

ath

No

No

69NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dS

outh

Dak

ota

Dak

ota

Sta

te T

est

of E

duca

tiona

l P

rogr

ess

Alte

r-na

te (

DS

TEP

A)

5, 8

, 11

Sci

ence

N

oN

oYe

s

NC

SC

Alte

rnat

e A

sses

smen

t3-

8,11

Eng

lish

Lang

uage

A

rts, M

ath

Yes

Yes

Tenn

esse

eM

SA

A2-

8, 1

1E

nglis

h La

ngua

ge

Arts

, Mat

h, W

ritin

gN

oN

oX

TCA

P-A

lt3

to 8

, 10

Sci

ence

(10)

, N

oN

o

Texa

sS

TAA

RA

LT 2

3 to

8M

ath,

Rea

ding

, W

ritin

g (4

,7),

Sci

-en

ce (5

,8)

Yes

Yes

Yes

STA

AR

ALT

2 E

oCE

oCE

nglis

h I,

Eng

lish

II, A

lgeb

ra I,

Bio

l-og

y

Yes

Yes

Uta

hD

LM A

ltern

ate

Ass

essm

ent

3 to

11

ELA

, Mat

hYe

sYe

sYe

s

Uta

h A

ltern

ate

Ass

essm

ent

4 to

11

Sci

ence

Yes

Yes

70 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dVe

rmon

tVe

rmon

t Alte

r-na

te A

sses

smen

t P

ortfo

lio

4, 8

, 11

Sci

ence

No

No

X

DLM

Alte

rnat

e A

sses

smen

t3

to 1

1E

LA, M

ath

No

No

Virg

inia

Virg

inia

Alte

rnat

e A

sses

smen

t Por

t-fo

lio (V

AA

P)

3 to

8R

eadi

ng, M

ath,

S

cien

ceYe

sYe

sYe

s

Virg

inia

Alte

rnat

e A

sses

smen

t P

ortfo

lio E

nd o

f C

ours

e (V

AA

P E

oC)

EoC

Rea

ding

, Mat

h,

Sci

ence

Yes

Yes

Was

hing

ton

WA

-AIM

Alte

rnat

e A

sses

smen

t3-

8, 1

1E

nglis

h La

ngua

ge

Arts

, Mat

h, S

ci-

ence

(5, 8

)

Yes

Yes

Yes

Wes

t Virg

inia

Wes

t Virg

inia

A

ltern

ate

Sum

-m

ativ

e A

sses

s-m

ent U

nlce

ar if

ch

ange

d to

DLM

in

201

6 an

d 20

17.

3-8,

HS

Rea

ding

, Mat

hYe

sYe

sYe

s

Wis

cons

inD

LM A

ltern

ate

Ass

essm

ent

3 to

11

Eng

lish

Lang

uage

A

rts, M

ath,

Sci

-en

ce (4

, 8, 9

-11)

,

Yes

Yes

Yes

71NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dW

yom

ing

Wy-

ALT

3-8,

HS

Eng

lish

Lang

uage

A

rts, M

ath

(3 to

8-

11),

Sci

ence

(4,

8, 9

to 1

1)

Yes

Yes

Yes

Tota

l Reg

ular

Sta

tes

(N=5

0)32

32

013

Uni

que

Stat

esA

mer

ican

Sam

oaA

ltern

ate

Ass

ess-

men

t3-

8, 1

0R

eadi

ng, M

ath

No

No

X

Bur

eau

of In

dian

E

duca

tion

Alte

rnat

es b

ased

on

Alte

rnat

e ac

hiev

emen

t st

anda

rds

All

as-

sess

edB

y st

ate

No

No

X

Com

mon

-wea

lth

of N

orth

ern

Mar

i-an

a Is

land

s

Mul

tiple

Sta

tes

Alte

rnat

e A

sses

s-m

ent (

MS

AA

)

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath

No

No

X

U.S

. Dep

artm

ent

of D

efen

se E

du-

catio

n A

ctiv

ity

No

Title

I as

sess

-m

ent

12-M

arR

eadi

ng/L

angu

age

Arts

, Mat

hem

atic

s,

Sci

ence

--

X

Dis

trict

of

Col

umbi

aM

SA

A3

to 8

, H

SE

nglis

h La

ngua

ge

Arts

, Mat

hYe

sYe

sYe

s

Fede

rate

d S

tate

s of

Mic

rone

sia

No

Title

I as

sess

-m

ent

--

X

72 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

tePa

rtic

. an

d Pe

rf.

for A

ll Te

sts

Part

ic.

and

Perf

. fo

r Som

e Te

sts

Perf

. O

nly

for A

ll Te

sts

No

Alt.

fo

r Ti

tle I

No

Publ

icly

Rep

orte

d D

ata

Foun

dG

uam

NC

SC

and

DoE

A

lt. A

ssm

t 3-

8, 1

1E

nglis

h La

ngua

ge

Arts

, Mat

hD

oe A

ltern

ate

1,2,

9,

10

ELA

, Mat

h

No

No

X

Pal

auN

o in

form

atio

n fo

und

No

No

No

Info

rm. F

ound

Pue

rto R

ico

Pue

rto R

ico

Alte

r-na

te A

sses

smen

t3-

8, 1

1S

pani

sh, E

nglis

h,

Mat

h, S

cien

ce

(4,8

,11)

No

No

X

Rep

ublic

of M

ar-

shal

l Isl

ands

No

Title

I as

sess

-m

ent

--

X

U.S

. Virg

in

Isla

nds

MS

AA

(NC

SC

) A

ltern

ate

Ass

ess-

men

t

3-8,

11

Eng

lish

Lang

uage

A

rts. M

ath

No

No

X

Tota

l Uni

que

Stat

es (N

=11)

10

03

7

Tota

l Reg

ular

and

Uni

que

Stat

es (N

=61)

333

23

20

Perc

ent

54%

5%3%

5%33

%

73NCEO

Tab

le B

-4 D

isag

gre

gat

ed D

ata

for

EL

s w

ith

Dis

abili

ties

for

Gen

eral

Ass

essm

ents

: Rea

din

g/E

LA

, Mat

h, a

nd

Sci

ence

.

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Reg

ular

Sta

tes

Ala

bam

aA

CT

Asp

ire3

to 8

, 10

Rea

ding

, Mat

hN

oN

oX

Ala

ska

Per

form

ance

E

valu

atio

n fo

r A

lask

a’s

Sch

ools

(P

EA

KS

)

3 to

10

Eng

lish

Lan-

guag

e A

rts,

Mat

hem

atic

s

No

No

X

Ala

ska

Sci

ence

A

sses

smen

t4,

8, 1

0S

cien

ce

No

No

Ariz

ona

Ariz

ona’

s In

stru

-m

ent t

o M

easu

re

Sta

ndar

ds (A

IMS

an

d A

IMS

HS

)

4, 8

, HS

Sci

ence

N

oN

oX

AZM

erit

3 to

11,

E

oCA

lg I,

Alg

II,

Geo

met

ry, M

ath,

E

nglis

h La

n-gu

age

Arts

No

No

Ark

ansa

sA

CT

Asp

ire

3-8,

10

E

nglis

h, R

ead-

ing,

Sci

ence

, M

ath,

Writ

ing

No

No

X

Cal

iforn

iaC

alifo

rnia

Sta

n-da

rds

Test

Sco

res

(CS

T)

5, 8

, 10

Sci

ence

No

No

X

Sm

arte

r Bal

ance

d S

umm

ativ

e3

to 1

1E

nglis

h La

n-gu

age

Arts

, Mat

hN

oN

o

74 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Col

orad

oPA

RC

C A

sses

s-m

ent

3 to

11,

E

oCR

eadi

ng (3

-11)

, M

ath

(3-8

and

A

lg.I,

Geo

m.,

Inte

g. I,

Inte

g. II

, In

teg.

III)

No

No

X

Col

orad

o M

ea-

sure

s of

Aca

dem

-ic

Suc

cess

5, 8

Sci

ence

(5,8

), N

oN

o

Con

nect

icut

Sm

arte

r Bal

ance

d A

sses

smen

ts3

to 8

Eng

lish

Lan-

guag

e A

rts, M

ath

No

No

X

Con

nect

icut

A

cade

mic

Per

for-

man

ce T

est

10S

cien

ceN

oN

o

Con

nect

icut

Mas

-te

ry T

est (

CM

T)5,

8S

cien

ce

No

No

Con

nect

icut

Con

nect

icut

SAT

S

choo

l Day

11R

eadi

ng, W

ritin

g an

d La

ngua

ge,

Mat

hem

atic

s

No

No

X

Del

awar

eS

mar

ter B

alan

ced

Ass

essm

ent

3-8,

11

Eng

lish

Lan-

guag

e A

rts, M

ath

No

No

X

SAT

11

11R

eadi

ng, M

ath,

S

cien

ceN

oN

o

Del

awar

e C

ompr

ehen

sive

A

sses

smen

t Sys

-te

ms

(DC

AS

)

5,8,

10

Sci

ence

(5,8

,10)

No

No

75NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Flor

ida

Flor

ida

Sta

ndar

ds

Ass

essm

ent

3 to

10

Eng

lish

Lan-

guag

e A

rts

(ELA

), M

ath-

emat

ics

No

No

X

Sta

tew

ide

Sci

-en

ce A

sses

smen

t5,

8S

cien

ceN

oN

o

Geo

rgia

Geo

rgia

Mile

ston

e A

sses

smen

t End

of

Gra

de

3 to

8La

ngua

ge A

rts,

Mat

h, S

cien

ce,

No

No

X

Geo

rgia

Mile

ston

e A

sses

smen

t, E

oCE

oCA

lgeb

ra I,

C

CG

PS

Coo

r-di

nate

Alg

ebra

, B

iolo

gy, P

hysi

cal

Sci

ence

, Nin

th

Gra

de L

itera

ture

an

d C

ompo

si-

tion,

Am

eric

an

Lite

ratu

re a

nd

Com

posi

tion,

G

eom

etry

, Ana

-ly

tic G

eom

etry

No

No

Haw

aii

Sm

arte

r Bal

ance

d A

sses

smen

t3-

8, 1

1E

nglis

h La

n-gu

age

Arts

, Mat

hN

oN

oX

End

of C

ours

eE

oCB

iolo

gy I

(re-

quire

d).

No

No

Haw

aii S

tate

A

sses

smen

t in

Sci

ence

4, 8

Sci

ence

No

No

76 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Idah

oG

ener

al A

sses

s-m

ent

3-8,

HS

Eng

lish

Lan-

guag

e A

rts (E

LA)

and

Mat

h(3-

8,

HS

), S

cien

ce

(5,7

, HS

)

No

No

X

Illin

ois

PAR

CC

Ass

ess-

men

t3-

8, H

SE

nglis

h La

n-gu

age

Arts

, Mat

hN

oN

oX

Indi

ana

Indi

ana

Sta

te-

wid

e Te

stin

g fo

r Edu

catio

n P

rogr

ess-

Plu

s (IS

TEP

+)

3 to

8, 1

0E

nglis

h/La

n-gu

age

Arts

, M

ath,

Sci

ence

(4

,6),

No

No

X

End

of C

ours

e A

sses

smen

ts

(EC

As)

EoC

Eng

lish

10, A

lge-

bra

I, B

iolo

gy I

No

No

Iow

aIo

wa

Ass

essm

ent

3-8,

11R

eadi

ng, M

ath

No

No

X

Iow

a A

sses

smen

t S

cien

ce5,

8,11

Sci

ence

No

No

Kan

sas

Gen

eral

Ass

ess-

men

t3-

8,10

, 11

Rea

ding

, Mat

h,

Sci

ence

(4,7

,11)

N

o S

cien

ce

repo

rted

No

No

X

77NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Ken

tuck

yK

entu

cky

Per

for-

man

ce R

atin

g fo

r E

duca

tiona

l Pro

g-re

ss (K

-PR

EP

)

3-8,

10,

11R

eadi

ng, M

ath,

S

cien

ce (4

, 7),

Writ

ing

(5, 6

, 8,

10, 1

1), L

an-

guag

e M

echa

n-ic

s (4

, 6, 1

0)

No

No

X

End

of C

ours

eE

oCE

nglis

h II,

Alg

e-br

a II,

Bio

logy

No

No

Sta

nfor

d A

chie

ve-

men

t Tes

t 10

(par

t of

K-P

RE

P)

3 to

8R

eadi

ng, M

ath

(3-8

) Sci

ence

(4

,7),

Lang

uage

M

echa

nics

(4,6

)

No

No

Loui

sian

aLE

AP

3 to

8R

eadi

ng, M

ath,

S

cien

ce

No

No

X

End

of C

ours

e te

sts

EoC

, 9 to

12

Eng

lish,

Mat

h,

Sci

ence

No

No

PAR

CC

gen

eral

as

sess

men

t3

to 8

Eng

lish

Lan-

guag

e ar

ts, M

ath

No

No

Mai

neeM

Pow

erM

E3

to 8

Mat

h, R

eadi

ng,

Writ

ing,

Lan

-gu

age

No

No

X

Mai

ne E

duca

-tio

nal A

sses

smen

t (M

EA

) Sci

ence

5,8,

3rd

year

HS

Sci

ence

No

No

SAT

Hig

h S

choo

lM

ath,

Eng

lish

Lang

uage

Arts

No

No

78 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Mar

ylan

dM

aryl

and

Sch

ool

Ass

essm

ent

(MS

A)

5, 8

Sci

ence

No

No

X

PAR

CC

Ass

ess-

men

t3

to 8

, 10

Eng

lish

Lan-

guag

e A

rts, M

ath

No

No

Mas

sach

uset

tsM

assa

chus

etts

C

ompr

ehen

sive

A

sses

smen

t Sys

-te

m (M

CA

S)

3-8,

10

Eng

lish/

Lan

-gu

age

Arts

, M

ath,

No

No

X

Mas

sach

uset

ts

Nex

t Gen

erat

ion

MC

AS

Tes

ts

3 to

8E

nglis

h/La

n-gu

age

Arts

, Mat

h (3

to 8

), A

lgeb

ra

I (8t

h gr

ade)

No

No

STE

MC

AS

Tes

ts5,

8, 9

, or

10S

cien

ce a

nd

Tech

nolo

gy/E

n-gi

neer

ing

(sin

gle

disc

iplin

e te

sts

in (B

iolo

gy,

Che

mis

try, I

ntro

P

hysi

cs, a

nd

Tech

nolo

gy/

Eng

inee

ring)

No

No

79NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Mic

higa

nM

ichi

gan

Stu

dent

Te

st o

f Edu

ca-

tiona

l Pro

gres

s (M

-STE

P)

3-8,

11

Eng

lish

Lan-

guag

e A

rts,

Mat

h, (3

to 8

, 11

), S

cien

ce

(4,7

, 11)

No

No

X

Mic

higa

n M

erit

Exa

m (M

ME

)11

Col

lege

Boa

rd

SAT

, Wor

kKey

s jo

b sk

ills

asse

ss-

men

ts in

read

-in

g, m

athe

mat

-ic

s, a

nd lo

catin

g

No

No

Min

neso

taM

inne

sota

C

ompr

ehen

sive

A

sses

smen

t (M

CA

) –III

3-8,

HS

Rea

ding

(3 to

8,

10),

Mat

h (3

to 8

, 11

), S

cien

ce (5

, 8,

HS

)

Yes

Yes

Yes

Mis

siss

ippi

Mis

siss

ippi

Aca

-de

mic

Ass

ess-

men

t Pro

gram

(M

AA

P)

3 to

8,

EoC

Lang

uage

Arts

, M

ath

No

No

X

Sci

ence

Tes

ts5,

8S

cien

ceN

oN

o

Hig

h sc

hool

Sub

-je

ct A

rea

Test

sE

oCB

iolo

gy I

No

No

80 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Mis

sour

iG

rade

-Lev

el A

s-se

ssm

ent

3-8,

HS

Eng

lish

Lan-

guag

e A

rts,

Mat

h, S

cien

ce

(5,8

),

No

No

X

Onl

ine

End

of

Cou

rse

Ass

ess-

men

ts

EoC

Eng

lish

I and

II,

Alg

ebra

I an

d II,

G

eom

etry

, B

iol-

ogy

I, P

hysi

cal

Sci

ence

,

No

No

Mon

tana

Sm

arte

r Bal

ance

d A

sses

smen

t3-

8, 1

1E

nglis

h La

n-gu

age

Arts

, Mat

hN

oN

oX

Crit

erio

n R

ef-

eren

ced

Test

S

cien

ce

4, 8

, 10

Sci

ence

No

No

Neb

rask

aN

ebra

ska

Sta

te

Acc

ount

abili

ty

(NeS

A)

3-8,

11

Rea

ding

, Mat

h ,

Sci

ence

(5,8

,11)

, W

ritin

g (4

, 8, 1

1)

No

No

X

Nev

ada

Crit

erio

n R

efer

-en

ced

Test

(CR

T)3-

8, 1

0R

eadi

ng, M

ath

(3-8

), S

cien

ce

(5,8

, 10)

No

No

X

Hig

h S

choo

l Pro

fi-ci

ency

Exa

mE

oCE

LA, M

ath

No

No

81NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

New

Ham

pshi

reS

mar

ter B

alan

ced

Ass

essm

ent

6, 7

, 8E

LA M

ath

No

No

X

New

Eng

land

C

ompr

ehen

sive

A

sses

smen

t Pro

-gr

am (N

EC

AP

)

4, 8

, 11

Sci

ence

No

No

SAT

10, 1

1R

eadi

ng, M

ath

No

No

New

Jer

sey

PAR

CC

Ass

ess-

men

t3

to 8

Eng

lish

Lan-

guag

e A

rts, M

ath

No

No

X

New

Jer

sey

Bio

l-og

y C

ompe

tenc

y Te

st

EoC

Bio

logy

No

No

PAR

CC

Hig

h S

choo

l Ass

ess-

men

ts

9 to

11

Eng

lish

Lan-

guag

e A

rts (9

to

11)

, Alg

ebra

I,

Alg

ebra

II,

Geo

met

ry

No

No

New

Mex

ico

PAR

CC

Ass

ess-

men

t3

to 8

, 11

Eng

lish

Lan-

guag

e A

rts, M

ath

No

No

X

Sta

ndar

ds B

ased

A

sses

smen

t (S

BA

)

4, 7

, 10-

11S

cien

ce (4

, 7,

10, 1

1). A

nd

Hig

h S

choo

l S

BA

serv

es a

s di

plom

a al

so

No

No

Sta

ndar

ds B

ased

A

sses

smen

t S

pani

sh

4, 7

, 10-

11R

eadi

ngN

oN

o

82 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

New

Yor

kN

ew Y

ork

Sta

te

Test

ing

Pro

gram

(N

YS

TP)

3 to

8E

nglis

h La

n-gu

age

Arts

, M

ath,

Sci

ence

(4

,8)

No

No

X

Com

mon

Cor

e R

egen

tsE

oCA

lgeb

ra I,

Eng

-lis

h La

ngua

ge

Arts

, Geo

met

ry

No

No

Reg

ents

Com

pe-

tenc

y Te

sts

EoC

Mat

h, S

cien

ce,

etc.

No

No

Reg

ents

Exa

ms

EoC

Com

pre-

hens

ive

Eng

lish

etc.

No

No

Nor

th C

arol

ina

End

of G

rade

M

ultip

le C

hoic

e Te

st

3 to

8R

eadi

ng, M

ath,

S

cien

ce (5

,8)

No

No

X

End

of C

ours

e M

ultip

le C

hoic

eE

OC

Mat

h I,

Bio

logy

, E

nglis

h II,

N

oN

o

Nor

th D

akot

aS

mar

ter B

alan

ced

Ass

essm

ent

3-8,

11

Rea

ding

, Mat

hN

oN

oX

Sci

ence

Ass

ess-

men

t4,

8, 1

1S

cien

ceN

oN

o

Ohi

oO

hio

Sta

te T

ests

3 to

8M

ath,

Rea

ding

, S

cien

ce (5

, 8,)

Yes

Yes

Yes

Ohi

o G

radu

atio

n Te

sts

(OG

T)H

SR

eadi

ng, M

ath,

S

cien

ce, W

ritin

gYe

sYe

s

83NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Okl

ahom

aO

klah

oma

Cor

e C

urric

ulum

Tes

ts

(OC

CT)

3 to

8M

ath,

Rea

d et

c.N

oN

oX

Hig

h S

choo

l O

STP

10E

LA, M

ath,

Sci

-en

ceN

oN

o

Ore

gon

Sm

arte

r Bal

ance

d A

sses

smen

t3-

8,11

Eng

lish

Lan-

guag

e A

rts, M

ath

No

No

X

OA

Ks

Onl

ine

5,8,

11S

cien

ceN

oN

o

Pen

nsyl

vani

aP

enns

ylva

nia

Sys

tem

of S

choo

l A

sses

smen

t (P

SS

A)

3 to

8R

eadi

ng, M

ath,

S

cien

ce (4

,8,)

No

No

X

Key

ston

e E

xam

11A

lgeb

ra, B

iolo

gy

and

Lite

ratu

reN

oN

o

Rho

de Is

land

New

Eng

land

Ed-

ucat

ion

Ass

ess-

men

t Pro

gram

(N

EC

AP

) Sci

ence

4, 8

, 11

Sci

ence

No

No

X

PAR

CC

Ass

ess-

men

t3-

8, H

SE

LA, M

ath

(3-8

, H

S),

Alg

ebra

I,

Geo

met

ry, I

nte-

grat

ed M

ath

I

No

No

84 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Sou

th C

arol

ina

Pal

met

to A

sses

s-m

ent o

f Sta

te

Sta

ndar

ds

4 to

8S

cien

ceN

oN

oX

Sou

th C

aro-

lina

Col

lege

- and

C

aree

r-R

eady

A

sses

smen

ts (S

C

RE

AD

Y)

3 to

8E

nglis

h, R

ead-

ing,

Writ

ing,

M

ath

No

No

End

of C

ours

e E

xam

inat

ion

(per

form

ance

re-

porte

d as

gra

des

A-F

)

EoC

Alg

ebra

1 /M

ath

etc.

No

No

Sou

th D

akot

aS

mar

ter B

alan

ced

Ass

essm

ent

3 to

8, 1

1E

LA a

nd M

ath

No

No

X

AC

TH

SR

eadi

ng, M

ath

No

No

Sou

th D

akot

a S

tate

Tes

t of E

du-

catio

nal P

rogr

ess

(DS

TEP

)

5, 8

,11

Sci

ence

N

oN

o

Tenn

esse

eA

dopt

ed n

ew T

N-

Rea

dy s

tand

ards

N

o as

sess

men

t da

ta re

porte

d

3 to

8, H

SE

LA, M

ath,

Sci

-en

ce

And

sco

res

for

3-5

– S

cien

ce,

6-8

ELA

, and

6-8

an

d 9-

12 c

om-

bine

d ra

nges

for

mat

h re

porte

d

No

No

X

End

of C

ours

eE

oCA

lgeb

ra I,

Alg

e-br

a II,

Eng

lish

I, E

nglis

h II,

Eng

-lis

h III

Bio

logy

, C

hem

istry

No

No

85NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Texa

sS

tate

of T

exas

A

sses

smen

ts o

f A

cade

mic

Rea

di-

ness

(STA

AR

) Inc

lude

s S

pani

sh v

ersi

on

3 to

8M

ath,

Rea

ding

, W

ritin

g (4

,7),

Sci

ence

(5,8

)

No

No

X

STA

AR

EoC

* an

d S

TAA

R-A

and

S

TAA

R L

repo

rt-in

g

EoC

Alg

ebra

I et

c.N

oN

o

Uta

hS

tude

nt A

sses

s-m

ent o

f Gro

wth

an

d E

xcel

lenc

e (S

AG

E)

3 to

11

Rea

ding

, La

ngua

ge A

rts,

Mat

h, S

cien

ce

No

No

X

Verm

ont

Sm

arte

r Bal

ance

d A

sses

smen

t3-

8, 1

1E

nglis

h La

n-gu

age

Arts

, Mat

hN

oN

oX

NE

CA

P4,

8, 1

1S

cien

ceN

oN

o

Virg

inia

Sta

ndar

ds o

f Le

arni

ng (S

OL)

3 to

8R

eadi

ng, M

ath,

S

cien

ce (3

,5,8

) W

ritin

g (5

,8)

No

No

X

Con

tent

Spe

cific

Te

st3

to 8

Rea

ding

, Mat

h,

Sci

ence

No

No

End

of C

ours

e Te

stE

oCR

eadi

ng, W

rit-

ing.

No

No

86 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Was

hing

ton

Sm

arte

r Bal

ance

d A

sses

smen

t3-

8, 1

1E

nglis

h La

n-gu

age

Arts

, Mat

hN

oN

oX

Mea

sure

men

ts o

f S

tude

nt P

rogr

ess

(MS

P)

5, 8

Sci

ence

No

No

End

of C

ours

eE

oCA

lgeb

ra 1

/Inte

et

c.N

oN

o

Wes

t Virg

inia

Wes

t Virg

inia

G

ener

al S

umm

a-tiv

e A

sses

smen

t (W

VG

SA

}

3 to

11

Eng

lish

Lan-

guag

e A

rts/L

it-er

acy,

Mat

h

No

No

X

Sci

ence

5, 8

, 10

Sci

ence

No

No

Wis

cons

inA

CT

11 (H

S)

Eng

lish,

Rea

d-in

g, M

athe

mat

-ic

s, W

ritin

g, S

ci-

ence

No

No

X

Wis

cons

in F

or-

war

d3

to 8

E

nglis

h La

n-gu

age

Arts

, M

athe

mat

ics,

S

cien

ce(4

, 8,

9-11

)

No

No

Wyo

min

gP

rofic

ienc

y A

s-se

ssm

ents

for

Wyo

min

g S

tu-

dent

s (P

AWS

)

3-8,

11

Rea

ding

, Mat

h,

Sci

ence

(4,8

, 11)

No

No

X

Tota

l Reg

ular

Sta

tes

(N=5

0)2

00

00

48

87NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Uni

que

Stat

es

A

mer

ican

Sam

oaS

tand

ards

Bas

ed

Ass

essm

ents

3, 5

, 7, 1

0R

eadi

ng (3

, 5 re

-po

rted,

7 a

nd 1

0 pi

lotin

g), M

ath

(3, 5

, 7, 1

0)

No

No

X

AC

T11

, 12

Eng

lish,

Mat

h,

Rea

ding

, Sci

-en

ce

No

No

Bur

eau

of In

dian

Edu

-ca

tion

Indi

vidu

al s

tate

ad

min

iste

red

as-

sess

men

ts

Ele

m to

H

SB

y S

tate

: La

ngau

ge A

rts,

Rea

ding

, Mat

h,

Sci

ence

No

No

X

Com

mon

wea

lth o

f N

orth

ern

Mar

iana

Is

land

s

AC

T A

SP

IRE

3 to

10

Eng

lish,

Mat

h,

Rea

ding

, Sci

-en

ce, W

ritin

g

No

No

X

U.S

.Dep

artm

ent o

f D

efen

se E

duca

tion

Act

ivity

No

Title

Iass

ess-

men

t

X

Dis

trict

of C

olum

bia

PAR

CC

Ass

ess-

men

t3

to 8

, HS

Eng

lish

Lan-

guag

e A

rts

(HS

: ELA

I an

d II)

, Mat

h (H

S:

Alg

ebra

I an

d II,

G

eom

etry

, Int

e-gr

ated

Mat

h)

No

No

X

Fede

rate

d S

tate

s of

M

icro

nesi

aN

o A

sses

smen

ts

Use

d fo

r Titl

e I

X

88 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-

patio

nPe

rfor

m-

ance

Rep

ortin

g Su

mm

ary

By

Stat

e

Part

. an

d Pe

rf. A

ll Te

sts

Part

. an

d Pe

rf.

Som

e Te

sts

Perf

. O

nly

All

Test

s

No

Ass

mt.

Use

d fo

r Ti

tle I

No

Info

rm-

atio

n on

A

ssm

ts.

Foun

d

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Gua

mS

tanf

ord

Ach

ieve

-m

ent T

est,

101

to 1

2R

eadi

ng M

ath

No

No

X

AC

T A

SP

IRE

3 to

10

Eng

lish,

Rea

d-in

g, M

ath

No

No

Pal

auN

o in

form

atio

n fo

und

X

Pue

rto R

ico

Pue

rto R

ican

Aca

-de

mic

Ach

ieve

-m

ent T

est

3-8,

11

Spa

nish

, Eng

-lis

h, M

ath,

Sci

-en

ce (4

,8,1

1)

No

No

X

Rep

ublic

of M

arsh

all

Isla

nds

No

Ass

essm

ents

U

sed

for T

itle

I

X

U.S

. Virg

in Is

land

sS

mar

ter B

alan

ced

Ass

essm

ent

3-8,

11

Eng

lish

Lan-

guag

e A

rts, M

ath

No

No

X

Tota

l Uni

que

Stat

es (N

=11)

00

0 3

17

Tota

l Reg

ular

and

Uni

que

Stat

es (N

=61)

20

0 3

155

Perc

ent

3%0%

0%

5%2%

90%

89NCEO

Table B-5 Disaggregated ELs with Disabilities on General Assessments Not Used for Title I

State Test Grade Subject AreasPartici-pation

Perfor-mance

Reporting Summary By State

All Used

for Title I

Part. and Perf. All

Tests

Part. and Perf. Some Tests

No Assmt. Inform-ation

Found

No Publicly Reported

Data Found

Regular StatesAlabama The ACT College

Readiness Test11 English, Math,

Reading, Sci-ence

No No X

Alaska None - - Yes

Arizona None - - Yes

Arkansas None - - Yes

California None - - Yes

Colorado Colorado Mea-sures of Aca-demic Success

4,7 Social Studies No No X

Connecticut None - - Yes

Delaware End of Course Exams

EoC U.S. History (required), Bi-ology, Algebra II, Integrated Mathemat-ics III (not required)

No No X

SAT 11 11 Social Studies No No

DCAS 4,7 Social Studies No No

90 NCEO


Perfor-mance


All Used

for Title I

Part. and Perf. All

Tests



Found


Data Found

Florida FSA End-of-Course (EOC) Assessments

EOC Algebra 1 and Geometry

No No X

Next Generation Sunshine State Standards (NGSSS) EOC Assessments

EOC Civics, U.S. History, and Biology 1

No No

Georgia Georgia Mile-stone Assess-ment EoG and EoC

3 to 8, EoC

Social Studies, US History, Eonomics/ Business Enterprise

No No X

Hawaii End of Course EoC Algebra I, Algebra II, Expository Writing I and/or U.S. History

No No X

Idaho Idaho Reading Indicator

K-3 Reading No No X

Illinois None - - Yes

Indiana Indiana Reading Evaluation and Determination (IREAD-3)

3 Reading No No X

ISTEP+ 5,7 Social Studies No No

Iowa None - - Yes

Kansas None - - Yes

91NCEO


Perfor-mance


All Used

for Title I

Part. and Perf. All

Tests



Found


Data Found

Kentucky ACT HS English, Math, Reading, Sci-ence

No No X

K-PREP 5,8 Social Studies No No

End of Course EoC US History No No

Louisiana ACT 12 English, Read-ing, Math, Science

No No X

PLAN 10 English, Math, Reading, Sci-ence

No No

Dibels Next K-3 Reading No No

LEAP 3 to 8 Social Studies No No

End of Course EoC Social Studies No No

Maine None - - Yes

Maryland High School Assessments (HSA)

EoC English, Algebra/ Data Analysis, Biol-ogy, Govern-ment

No No X

Massachusetts STE-MCAS Tests -used beyond Title I

9, 10 Science (Biol-ogy, Chem-istry, Intro Physics and Technology/Engineering

No No X

Michigan M-STEP 5, 8, 11

Social Studies No No X

Minnesota None - - Yes

Mississippi High School Subject Area Tests

EoC US History No No X

92 NCEO


Perfor-mance


All Used

for Title I

Part. and Perf. All

Tests



Found


Data Found

Missouri Grade-Level Assessment and Online End of Course Assess-ment

HS, EoC

Social Studies, American His-tory, Govern-ment

No No X

Montana ACT Plus Writing HS Reading, Language, Math, Science, Writing

No No X

Nebraska ACT HS ELA, Math, Science

No No X

Nevada ACT 11 Math, Read-ing, Science, Writing

No No X

New Hampshire None - - Yes

New Jersey None - - Yes

New Mexico None - - Yes

New York Regents Compe-tency Tests

EoC Global Stud-ies, US His-tory, Govern-ment

No No X

North Carolina ACT Benchmark 11 English, Math, Reading, Sci-ence, Writing.

No No X

North Dakota None - - Yes

Ohio Ohio State Tests and Ohio Gradu-ation Tests

4, 6, HS

Social Studies No No X

Oklahoma High School OSTP

EoC US History No No X

93NCEO


Perfor-mance


All Used

for Title I

Part. and Perf. All

Tests



Found


Data Found

Oregon OAKS Online 5,8,11 Social Studies No No X

Pennsylvania None - - Yes

Rhode Island None - - Yes

South Carolina ACT 3rd year in HS

English Lan-guage Arts, Math

No No X

ACT Work Keys 3rd year in HS

Reading for Information, Applied Math, Locating Infor-mation

No No

Palmetto As-sessment of state Standards andEnd of Course Exam

4 to 8, EoC

Social Studies, US History and the Con-stitution

No No

South Dakota None - - Yes

Tennessee ACT HS English, Math, Reading, Sci-ence, Com-posite

No No X

End of Course EoC US History No No

Texas STAAR STAAR EoC (and STAAR-A and STAAR L)

8, EoC Social Studies, US History

No No X

Utah K3 Reading Competency

K to 3 Reading No No X

Vermont None - - Yes

94 NCEO


Perfor-mance


All Used

for Title I

Part. and Perf. All

Tests



Found


Data Found

Virginia SOL 3, 5, 8 History/ Social Studies

No No X

Content Specific Test

3 to 8 History/ Social Studies

No No

Washington End of Course (partially)

EoC Algebra 1/Inte-grated Math 1, Geometry/In-tegrated Math 2, Biology

No No X

West Virginia College and Ca-reer Readiness Aassessment

12 College and Career Readi-ness

No No X

ACT HS English, Math, Reading, Sci-ence

No No

SAT (PSAT 8/9, PSAT NMSQT, PSAT10)

HS Critical Read-ing and Math

No No

Wisconsin Wisconsin For-ward

4, 8, 10

Social Studies (4, 8, 10)

No No X

Wyoming Act Plus Writing or Workkeys (students have option in grades 11 and 12 to take Workkeys)

11, 12 English, math, Reading, Writ-ing, Science

No No X

Total Regular States (N=50) 18 0 0 0 32

Unique StatesAmerican Samoa None - - Yes


Unclear if any outside for states

- - Yes

95NCEO


Perfor-mance


All Used

for Title I

Part. and Perf. All

Tests



Found


Data Found

Commonwealth of Northern Mariana Islands

Standards Based Assess-ment

4, 6, 8, 9 to 12

Chamorro & Carolinian Language Heritage Stud-ies (CCLHS)

No No X

End of Course EoC NMI History No No

U.S.Department of Defense Educa-tion Activity

Terra Nova, Multiple As-sessments, 3rd Edition

9-Mar Reading/Lan-guage Arts, Mathematics, Science, So-cial Studies

No No X

PSAT 8-9, PSAT/NMSQT

8-9, 10-11

Reading, Writing and Language, Math

No No

District of Colum-bia

None - - Yes


National Mini-mum Compe-tency Standard-Based Test (NMCT)

4, 6, 8, 10

Reading (6,8,10), Math (4,6,8,10), Sci-ence (8)

No No X

Guam Standards-Based Assess-ment (partially used for Title I)

12-Jan Guam History, and Geog-raphy, World History, US GovernmentUS History

No No X

Palau No information found

- - X

Puerto Rico None - - Yes

Republic of Mar-shall Islands

MISAT 3, 6, 8, 10, 12

English Read-ing, Marshal-lese Reading, Math, Science.

No No X

U.S. Virgin Islands None - - Yes

96 NCEO


Perfor-mance


All Used

for Title I

Part. and Perf. All

Tests



Found


Data Found

Total Unique States (N=11) 5 0 0 1 5

Total Regular and Unique States (N=61) 23 0 0 1 37

Percent 38% 0% 0% 2% 60%

97NCEO

Tab

le B

-6 D

isag

gre

gat

ed E

Ls

wit

h D

isab

iliti

es D

ata

Fo

r A

A-A

AS

: Rea

din

g/E

LA

, Mat

h, a

nd

Sci

ence

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Reg

ular

Sta

tes

Ala

bam

aA

laba

ma

Alte

r-na

te A

sses

smen

t (A

AA

)

3-8,

11

Rea

ding

, Mat

h, S

ci-

ence

(5,7

)N

oN

oX

Ala

bam

a S

cien

ce

(Alte

rnat

e)5,

7S

cien

ceN

oN

o

Ala

ska

D

ynam

ic L

earn

-in

g M

aps

(DLM

) A

ltern

ate

Ass

ess-

men

t

3 to

10

ELA

, Mat

hem

atic

sN

oN

oX

Ala

ska

Sci

ence

A

ltern

ate

Ass

ess-

men

t

4, 8

, 10

Sci

ence

No

No

Ariz

ona

AIM

S A

ltern

ate,

N

CS

C3

to 1

1E

nglis

h La

ngua

ge

Arts

, Mat

hN

oN

oX

Ark

ansa

sM

SA

A3

to 8

, 11

Eng

lish

Lang

uage

A

rts, M

ath

No

No

X

Ark

ansa

s A

lter-

nate

Por

tfolio

5, 7

, 10

Sci

ence

No

No

98 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Cal

iforn

iaC

alifo

rnia

Alte

r-na

te A

sses

smen

t (C

AA

)

3- 8

, 11

Eng

lish

Lang

uage

A

rts, M

ath

Yes

Yes

Yes

Cal

iforn

ia A

lter-

nate

Per

form

ance

A

sses

smen

t (C

APA

)

5, 8

, 10

Sci

ence

No

No

Col

orad

oC

olor

ado

Alte

r-na

te A

sses

smen

t (C

oAlt)

4-5,

7-8

Sci

ence

(5, 8

), Ye

sYe

sYe

s

Col

orad

o A

lter-

nate

Ass

essm

ent

(CoA

lt)

3 to

11

Eng

lish

Lang

uage

A

rts, M

ath

No

No

Con

nect

icut

Alte

rnat

e C

MT

and

CA

PT

5, 8

, 10

Sci

ence

No

No

X

Con

nect

icut

Alte

r-na

te A

sses

smen

t3

-8, 1

1E

nglis

h La

ngua

ge

Arts

, Mat

hN

oN

o

Del

awar

eD

elaw

are

Com

-pr

ehen

sive

As-

sess

men

t Sys

tem

(D

CA

S-A

lt)

11-M

arR

eadi

ng, M

ath

(3-

11),

Sci

ence

(5,8

,10

Yes

Yes

Yes

99NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Flor

ida

Flor

ida

Sta

ndar

ds

Alte

rnat

e A

sses

s-m

ent (

FSA

A)

3–10

and

E

OC

Gra

des

3–10

ELA

, gr

ades

3–8

Mat

he-

mat

ics,

gra

des

5 an

d 8

Sci

ence

, Alg

ebra

1,

Geo

met

ry, C

ivic

s,

Bio

logy

1

No

No

X

Geo

rgia

Geo

rgia

Alte

rnat

e A

sses

smen

tK

, 3-8

, 11

Eng

lish/

Lang

uage

A

rts, M

ath,

Sci

ence

No

No

X

Haw

aii

Alte

rnat

e A

sses

s-m

ent

3-8,

HS

Rea

ding

, Mat

h, S

ci-

ence

(4,8

,11)

No

No

X

Idah

oIS

AT A

ltern

ate

Sci

ence

5, 7

, 10

Sci

ence

No

No

X

NC

SC

/ M

ulti-

Sta

te A

ltern

ate

Ass

essm

ent

(MS

AA

)

3-8,

HS

Eng

lish

Lang

uage

A

rts, M

ath

No

No

Illin

ois

DLM

3-8,

11E

nglis

h La

ngua

ge

Arts

, Mat

hYe

sYe

sYe

s

Indi

ana

Indi

ana

Sta

n-da

rds

Tool

for

Alte

rnat

e R

epor

t-in

g (IS

TAR

)

3-8

and

10E

LA, M

ath

Sci

ence

(4

, 7N

oN

oX

100 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Iow

aIo

wa

Alte

rnat

e A

s-se

ssm

ent (

IAA

)3-

8,11

Rea

ding

, Mat

hN

oN

oX

Iow

a A

ltern

ate

Ass

essm

ent (

IAA

) S

cien

ce

5,8,

11S

cien

ceN

oN

o

Kan

sas

DLM

Alte

rnat

e A

s-se

ssm

ent

3-8,

10,

11

Rea

ding

, Mat

h, S

ci-

ence

(4, 7

, 10)

No

No

X

Ken

tuck

yA

ltern

ate

Ken

-tu

cky

Per

for-

man

ce R

atin

g fo

r E

duca

tiona

l Pro

g-re

ss (K

-PR

EP

)

3 to

12

Rea

ding

(3-9

), M

ath

(3-8

,10)

, Writ

ing

(4,5

,6, 8

,10,

11),

Sci

-en

ce (4

,7,1

1

No

No

X

Loui

sian

aLo

uisi

ana

Alte

r-na

te A

sses

smen

t 1

3 to

11

Eng

lish/

Lang

uage

ar

ts, M

ath,

Sci

ence

No

No

X

Mai

neM

ult-S

tate

Alte

r-na

te A

sses

smen

t (M

SA

A)

3-8

and

HS

Mat

h, E

LA/L

itera

cyN

oN

oX

Mar

ylan

dA

ltern

ate

Mar

y-la

nd S

choo

l A

sses

smen

t (A

LT-M

SA

)

3-8,

10M

ath,

Rea

ding

, Sci

-en

ce (5

,8,1

0)Ye

sYe

sYe

s

101NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Mas

sach

uset

tsM

assa

chus

etts

C

ompr

ehen

sive

A

sses

smen

t S

yste

m A

ltern

ate

(MC

AS

-Alt)

3 to

10

Eng

lish/

Lang

uage

A

rts, M

ath,

Sci

ence

an

d Te

chno

logy

/ En-

gine

erin

g (5

, 8-1

0)

No

No

X

Mic

higa

nM

ichi

gan

Ac-

cess

(MI-A

cces

s)

Func

tiona

l Ind

e-pe

nden

ce

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath,

Sci

ence

(4

, 7, 1

1),

Yes

Yes

Yes

Mic

higa

n A

cces

s (M

I-Acc

ess)

Sup

-po

rted

Inde

pen-

denc

e

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath,

Sci

ence

(4

, 7 1

1)

Yes

Yes

Mic

higa

n A

cces

s (M

I-Acc

ess)

Par

-tic

ipat

ion

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath,

Sci

ence

(4

, 7, 1

1)

Yes

Yes

Min

neso

taM

inne

sota

Tes

t of

Aca

dem

ic S

kills

III

(MTA

S II

I)

3-8,

HS

Rea

ding

and

Mat

h,

Sci

ence

(5, 8

, HS

)Ye

sYe

sYe

s

102 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Mis

siss

ippi

Mis

siss

ippi

Aca

-de

mic

Ass

ess-

men

t Pro

gram

-A

ltern

ate

(M

AA

P-A

)

3 to

8La

ngua

ge A

rts, M

ath,

S

cien

ce (5

,8)

No

No

X

DLM

HS

HS

Lang

uage

Arts

, Mat

h,

Sci

ence

No

No

Mis

sour

iM

isso

uri A

sses

s-m

ent P

rogr

am A

l-te

rnat

e (M

AP

-A)

3-8,

10,

11

Eng

lish

Lang

uage

A

rts, (

3 to

8, 1

1)

Mat

h (3

to 8

, 10)

, S

cien

ce (5

, 8, 1

1)

No

No

X

Mon

tana

MS

AA

Alte

rnat

e (N

CS

C a

sses

s-m

ent)

3-8,

10

Eng

lish

Lang

uage

A

rts, M

ath

Yes

Yes

Yes

Crit

erio

n R

efer

-en

ced

Test

(CR

T)

4, 8

.10

Sci

ence

No

No

Neb

rask

aA

ltern

ate

Ass

ess-

men

ts (N

ES

A-M

an

d N

ES

A-A

AM

)

3-8,

11

Rea

ding

, Mat

h, S

ci-

ence

(5,8

,11)

, Writ

ing

(8,1

1)

No

No

X

103NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Nev

ada

Nev

ada

Alte

rnat

e A

sses

smen

t (N

AA

)

3-8,

11

Rea

ding

, Mat

h, S

ci-

ence

(8),

Writ

ing

(8)

No

No

X

New

Ham

pshi

reN

ew H

amps

hire

A

ltern

ate

Lear

n-in

g P

rogr

essi

on

Ass

essm

ent

(NH

A

LPS

)

4, 8

. 11

Sci

ence

No

No

X

DLM

3-8,

11

Rea

ding

, Mat

hN

oN

o

New

Jer

sey

Alte

rnat

e P

rofi-

cien

cy A

sses

s-m

ent

4, 8

, 11

Sci

ence

Yes

Yes

Yes

DLM

3-8,

11

Rea

ding

Mat

hYe

sYe

s

New

Mex

ico

NC

SC

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath

No

No

X

Alte

rnat

ive

Per

for-

man

ce A

sses

s-m

ent (

NM

APA

)

4, 7

, HS

Sci

ence

No

No

104 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

New

Yor

kN

ew Y

ork

Sta

te

Alte

rnat

e A

sses

s-m

ent (

NY

SA

A)

3-8,

HS

Eng

lish

Lang

uage

A

rts, M

ath,

Sci

ence

(4

,8, H

S),

No

No

X

Nor

th C

arol

ina

Nor

th C

arol

ina

Ext

end

1 (N

CE

X-

TEN

D1)

3 to

8R

eadi

ng, M

ath,

Sci

-en

ce (5

,8)

Yes

Yes

Yes

Nor

th C

arol

ina

Ext

end

1 (N

CE

X-

TEN

D1)

10M

ath

I, B

iolo

gy,

Eng

lish

IIYe

sYe

s

Nor

th D

akot

aD

ynam

ic L

earn

ing

Map

s3-

8, 1

1R

eadi

ng/ L

angu

age

Arts

, Mat

h, S

cien

ceN

oN

oX

ND

Alte

rnat

e A

sses

smen

t Sci

-en

ce

4, 8

, 11

Sci

ence

No

No

Ohi

oA

ltern

ate

Ass

ess-

men

t for

Stu

dent

s w

ith C

ogni

-tiv

e D

isab

ilitie

s (A

AS

CD

)

3 to

8E

nglis

h/La

ngua

ge

Arts

, Mat

h, S

cien

ce

(5,8

)

Yes

Yes

Yes

Alte

rnat

e O

hio

Gra

duat

ion

Test

(O

GT

HS

--A

AS

-C

D)

HS

Eng

lish/

Lang

uage

A

rts, M

ath,

Sci

ence

Yes

Yes

105NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Okl

ahom

aO

klah

oma

Alte

r-na

te A

sses

smen

t P

rogr

am (O

AA

P)

3-8,

HS

ELA

, Mat

h, S

cien

ceN

oN

oX

Ore

gon

Ore

gon

Ass

ess-

men

t of K

now

l-ed

ge a

nd S

kills

(O

AK

S) E

xten

ded

3-8,

11R

eadi

ng, M

ath,

Sci

-en

ce (5

,8,1

1), W

ritin

g (1

1)

No

No

X

Pen

nsyl

vani

aP

enns

ylva

nia

Alte

rnat

e (P

AS

A)

3-8,

11

Rea

ding

, Mat

h, S

ci-

ence

(4, 8

, 11)

No

Sci

ence

foun

d.

No

No

X

Rho

de Is

land

MS

AA

(Mul

ti-S

tate

Alte

rnat

e A

sses

smen

t)

3 to

8, 1

1E

LA, M

ath.

No

Sci

-en

ce a

ltern

ate

data

fo

und.

No

No

X

Sou

th C

arol

ina

Sou

th C

arol

ina

Al-

tern

ate

(SC

-ALT

)4

to 8

, 11

Sci

ence

N

oN

oX

NC

SC

Alte

rnat

e A

sses

smen

t3

to 8

, 11

Eng

lish

Lang

uage

A

rts, M

ath

No

No

Sou

th D

akot

aD

akot

a S

tate

Tes

t of

Edu

catio

nal

Pro

gres

s A

lter-

nate

(D

STE

P A

)

5, 8

, 11

Sci

ence

N

oN

oX

NC

SC

Alte

rnat

e A

sses

smen

t3-

8, 1

1E

nglis

h La

ngua

ge

Arts

, Mat

hN

oN

o

106 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Tenn

esse

eM

SA

A2-

8, 1

1E

nglis

h La

ngua

ge

Arts

, Mat

h, W

ritin

gN

oN

oX

TCA

P-A

lt3

to 8

, 10

Sci

ence

(10)

No

No

Texa

sS

TAA

RA

LT 2

3 to

8M

ath,

Rea

ding

, Writ

-in

g (4

,7),

Sci

ence

(5

,8)

Yes

Yes

Yes

STA

AR

ALT

2 E

oCE

oCE

nglis

h I,

Eng

lish

II,

Alg

ebra

I, B

iolo

gyYe

sYe

s

Uta

hD

LM3

to 1

1La

ngua

ge A

rts, M

ath,

an

d S

cien

ceN

oN

oX

Uta

h A

ltern

ate

As-

sess

men

t4

to 1

1S

cien

ceN

oN

o

Verm

ont

Verm

ont A

lter-

nate

Ass

essm

ent

Por

tfolio

4, 8

, 11

Sci

ence

No

No

X

DLM

Alte

rnat

e A

s-se

ssm

ent

3 to

11

ELA

, Mat

hN

oN

o

107NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Virg

inia

Virg

inia

Alte

rnat

e A

sses

smen

t Por

t-fo

lio (V

AA

P)

3 to

8R

eadi

ng, M

ath,

Sci

-en

ceN

oN

oX

Virg

inia

Alte

rnat

e A

sses

smen

t P

ortfo

lio E

nd o

f C

ours

e (V

AA

P E

oC)

EoC

Rea

ding

, Mat

h, S

ci-

ence

No

No

Was

hing

ton

WA

-AIM

Alte

rnat

e A

sses

smen

t3-

8, 1

1E

nglis

h La

ngua

ge

Arts

, Mat

h, S

cien

ce

(5, 8

)

No

No

X

Wes

t Virg

inia

Wes

t Virg

inia

A

ltern

ate

Sum

-m

ativ

e A

sses

s-m

ent U

nlce

ar if

ch

ange

d to

DLM

in

201

6 an

d 20

17.

3-8,

HS

Rea

ding

, Mat

hN

oN

oX

Wis

cons

inD

LM3

to 1

1E

nglis

h La

ngua

ge

Arts

, Mat

h, S

cien

ce

(4, 8

, 9-1

1),

No

No

X

Wyo

min

gW

y-A

LT3-

8, H

SE

nglis

h La

ngua

ge

Arts

, Mat

h (3

to

8-11

), S

cien

ce (4

, 8,

9 to

11)

No

No

X

Tota

l Reg

ular

Sta

tes

(N=5

0)

93

00

38

Uni

que

Stat

esA

mer

ican

Sam

oaA

ltern

ate

Ass

ess-

men

t3-

8, 1

0R

eadi

ng, M

ath

No

No

X

Bur

eau

of In

dian

E

duca

tion

Alte

rnat

es b

ased

on

Alte

rnat

e ac

hiev

emen

t st

anda

rds

All

as-

sess

edB

y st

ate

No

No

X

108 NCEO

Stat

eTe

stG

rade

Subj

ect A

reas

Part

ici-p

atio

nPe

rfor

m-

ance

Sum

mar

y by

Sta

te

Part

ic.

and

Perf

. for

A

ll Te

sts

Part

ic.

and

Perf

. fo

r So

me

Test

s

No

Alt.

fo

r Ti

tle I

No

Alt.

In

form

. Fo

und

No

Publ

icly

R

epor

ted

Dat

a Fo

und

Com

mon

-wea

lth

of N

orth

ern

Mar

i-an

a Is

land

s

Mul

tiple

Sta

tes

Alte

rnat

e A

sses

s-m

ent (

MS

AA

)

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath

No

No

X

U.S

. Dep

artm

ent

of D

efen

se E

du-

catio

n A

ctiv

ity

No

Title

I as

sess

-m

ent

3 to

12

Rea

ding

/Lan

guag

e A

rts, M

athe

mat

ics,

S

cien

ce

--

X

Dis

trict

of C

olum

-bi

aM

SA

A3

to 8

, HS

Eng

lish

Lang

uage

A

rts, M

ath

No

No

X

Fede

rate

d S

tate

s of

Mic

rone

sia

No

Alte

rnat

e fo

r Ti

tle I.

No

No

X

Gua

mN

CS

C a

nd D

oE

Alt.

Ass

mt

3-8,

11

Eng

lish

Lang

uage

A

rts, M

ath

and

Doe

A

ltern

ate

1,2,

9, 1

0 E

LA, M

ath

No

No

X

Pal

auN

o in

form

atio

n fo

und

No

No

X

Pue

rto R

ico

Pue

rto R

ico

Alte

r-na

te A

sses

smen

t3-

8, 1

1S

pani

sh, E

nglis

h,

Mat

h, S

cien

ce

(4,8

,11)

No

No

X

Rep

ublic

of M

ar-

shal

l Isl

ands

No

Alte

rnat

e fo

r Ti

tle I

No

No

X

U.S

. Virg

in

Isla

nds

MS

AA

(NC

SC

) A

ltern

ate

Ass

ess-

men

t

3-8,

11

Eng

lish

Lang

uage

A

rts. M

ath

No

No

X

Tota

l Uni

que

Stat

es (N

=11)

00

31

7

Tota

l Reg

ular

and

Uni

que

Stat

es (N

=61)

93

31

45

Perc

ent

15%

5%5%

2%73

%

109NCEO

Tab

le B

-7. P

arti

cip

atio

n a

nd

Per

form

ance

Dat

a fo

r S

tud

ents

wit

h D

isab

iliti

es a

nd

EL

s w

ith

Dis

abili

ties

for

Alt

ern

ate

Ass

essm

ents

Bas

ed o

n M

od

ified

A

chie

vem

ent

Sta

nd

ard

s (A

A-M

AS

) U

sed

for T

itle

I A

cco

un

tab

ility

, 201

6-20

17

Stat

eTe

stG

rade

Subj

ect A

reas

Dis

aggr

egat

ed D

ata

for A

A-M

AS

Stud

ents

with

Dis

abili

ties

Sum

mar

yEL

s w

ith D

isab

ilitie

s Su

mm

ary

Part

icip

atio

n an

d Pe

rfor

man

ceN

o D

ata

Foun

dPa

rtic

ipat

ion

and

perf

orm

ance

No

Dat

a Fo

und

Reg

ular

Sta

tes

Virg

inia

Virg

inia

Mod

ified

Ach

ieve

men

t Sta

n-da

rds

Test

(VM

AS

T)8,

EoC

Rea

ding

, M

ath/

Alg

ebra

IYe

sYe

s

Tota

l Reg

ular

Sta

tes

with

AA

-MA

S (N

=2)

10

10

Perc

ent

100%

0%10

0%0%

Tab

le B

-8. P

arti

cip

atio

n a

nd

Per

form

ance

Dat

a fo

r S

tud

ents

wit

h D

isab

iliti

es a

nd

EL

s w

ith

Dis

abili

ties

, Alt

ern

ate

Ass

essm

ents

Bas

ed o

n G

rad

e L

evel

A

chie

vem

ent

Sta

nd

ard

s (A

A-G

LA

S)

Use

d fo

r Tit

le I

Acc

ou

nta

bili

ty, 2

016-

2017

Stat

eTe

stG

rade

Subj

ect A

reas

Dis

aggr

egat

ed D

ata

for A

A-G

LAS

Stud

ents

with

Dis

-ab

ilitie

sEL

s

Part

ici-

patio

n

Per-

form

-an

cePa

rtic

i-pa

tion

Per-

form

-an

ceR

egul

ar S

tate

s M

assa

chus

etts

Alte

rnat

e B

ased

on

Gra

de L

evel

Ach

ieve

-m

ent S

tand

ards

3-8,

10

Eng

lish

Lang

uage

Arts

, Mat

h, S

cien

ce/E

ngin

eerin

g (5

, 8,

9. 1

0)Ye

sYe

s1N

oN

o

Virg

inia

Virg

inia

Gra

de L

evel

Alte

rnat

e A

sses

smen

t (V

GLA

A) a

nd E

oC.

3-8,

E

oCR

eadi

ng, H

isto

ry/S

ocia

l Sci

ence

(3, E

oC),

Sci

ence

(3

,5,8

, EoC

) Writ

ing

(5,8

, EoC

)Ye

sYe

sYe

sYe

s

Tota

l Reg

ular

Sta

tes

with

GLA

S (N

=2)

22

11

Perc

ent

100%

100%

50%

50%

1 S

tate

rep

orts

thes

e da

ta m

erge

d w

ith o

ther

per

form

ance

dat

a.

110 NCEO

Table B-9. Participation Data Reported On General Assessments

State

Number Enrolled/ Eligible to be Tested

Number Students

Tested

Number Students

Not Tested

Percent Participa-

ting in Test

Percent Students

not Tested

Number Students

with Scores

Number-Students with No scores

Percent Students with No Scores

Regular StatesAlabama - - - X - - - -

Alaska X - - X - - - -

Arizona - X - - - - - -

Arkansas - - - - - - - -

California X X - - - X - -

Colorado - X - X - X - -

Connecticut - - - - - - - -

Delaware - - X X - - - -

Florida - - - X1 - - - -

Georgia X X - X2 - - - -

Hawaii - - - - - - - -

Idaho X X X X* X X - -

Illinois X* - - - X* - - -

Indiana - X - - - - - -

Iowa X X - X - - - -

Kansas - - - - - - - -

Kentucky X X - X - - - -

Louisiana - - - - - - - -

Maine X* - - X* - X* - -

Maryland X* X* - X - - - -

Massachusetts X - X X3 - X *X -

Michigan - X - - - - - -

Minnesota - X - X*4 - - - -

Mississippi - - - X - - - -

Missouri X* X* - - - - - -

Montana - - X X - - - -

Nebraska - X X X X - - -

Nevada X X - - - - - -

New Hampshire - X - - - - - -New Jersey X X X - - X - -New Mexico - - - - - - - -

New York - X - - - - - -

North Carolina5 X X X X X X X X

North Dakota - X - - - - - -

111NCEO

State


Number Students

Tested

Number Students

Not Tested

Percent Participa-

ting in Test

Percent Students

not Tested

Number Students

with Scores



Ohio X* X* X* X* X* - - -

Oklahoma - - - - - - - -

Oregon - X - X - - - -

Pennsylvania - - - - - - - -

Rhode Island - X - - X - - -

South Carolina - X - - - - - -

South Dakota - X* - - X* - - X*

Tennessee - - - - - X* - -

Texas - X - - - - - -

Utah - X - - - - - -

Vermont - X - - - - - -Virginia - X - - X - - -

Washington X - X* - X* - X X

West Virginia - - - X* - - - -

Wisconsin X - X - X - - -

Wyoming - X - X* - - - -

Total Regular States (N=50)

17 29 10 21 10 8 3 3

Unique StatesAmerican Samoa - - - - - - - -Bureau of Indian Education

- - - - - - - -

Commonwealth of Northern Marianna Islands

- - - - - - - -


- - - - - X - -


- - - - - - - -

Guam - - - - - - - -

Palau - - - - - - - -

Puerto Rico - - - - - - - -Republic of Mar-shall Islands

- - - - - - - -

U.S. Department of Defense Education Activity

- - - - - - - -

U.S. Virgin Islands - - - - - - - -

Total Unique States (N=11)

0 0 0 0 0 1 0 0

112 NCEO

State


Number Students

Tested

Number Students

Not Tested

Percent Participa-

ting in Test

Percent Students

not Tested

Number Students

with Scores



Total All Regu-lar and Unique States (N=61)

17 29 10 21 10 9 3 3

*Data with asterisks included alternate assessment data.1Florida reported these data by accommodated status 2Georgia reported these data with grades merged.3Massachusetts reported these data but they were not available later to include in 8th grade mathematics participation graph.4Minnesota reported these data but not by grade.5North Carolina reported these data either merged or by percent of population.

113NCEO

Table B-10. Participation Data Reported On AA-AAS

State

Number Enrolled/

Eligible to be Tested

Num-ber of

Students Tested

Number Students

Not Tested

Percent Par-ticipating in

Test

Percent Students

not Tested

Number Students

with Scores

Number Students with No scores


Regular StatesAlabama - X - X - - - -

Alaska X - - X - - - -

Arizona - X - X - - - -

Arkansas - - - - - - - -

California X X - - - X - -

Colorado - - - - - X - -


Delaware - - - X - - - -

Florida - X - X - X X -

Georgia X X - X - - - -

Hawaii - - - - - - - -

Idaho X X X X* X X - -

Illinois X* - - - X* - - -

Indiana - - - - - - - -

Iowa X X - X* - - - -

Kansas - - - - -

Kentucky X X - X - - - -

Louisiana - - - - - - - -

Maine X* - - X* - X* - -

Maryland X* X* - X* - - - -

Massachusetts - - X X* - X* X -

Michigan - X - - - - - -

Minnesota - X - X* - - - -

Mississippi - - - - - - - -Missouri X* X* - - - - - -

Montana - - X X - - - -

Nebraska - X X X X - - -

Nevada X X - - - - - -New Hampshire - - - - - - - -New Jersey - X - - - X X -New Mexico - - - - - - - -New York - X - - - - - -

North Carolina X* X X X* - - X X

114 NCEO

State

Number Enrolled/


Num-ber of

Students Tested

Number Students

Not Tested


Test

Percent Students

not Tested

Number Students

with Scores



North Dakota - X - - - - - -

Ohio X* X* X* X* X* - - -

Oklahoma - - - - - - - -

Oregon - X - X - - - -Pennsylvania - - - - - - - -Rhode Island X X - - X - - -South Carolina - - - - - - - -South Dakota - X* - - X* - - X*

Tennessee - - - - - - - -

Texas - X X X X - - -

Utah - X - - - - - -

Vermont - - - - - - - -

Virginia - X - X X - - -Washington X - X* - X* - X X

West Virginia - - - X* - - - -

Wisconsin X - X - X - - -

Wyoming - X - X* - - - -

Total Regular States (N=50) 16 26 9 22 10 7 5 3

Unique States

American Sa-moa - - - - - - - -

Bureau of Indian Education - - - - - - - -

Commonwealth of Northern Mari-anna Islands

- - - - - - - -

District of Columbia - - - - - X - -

Federated States of Micro-nesia

- - - - - - - -

Guam - - - - - - - -

115NCEO

State

Number Enrolled/


Num-ber of

Students Tested

Number Students

Not Tested


Test

Percent Students

not Tested

Number Students

with Scores



Palau - - - - - - - -

Puerto Rico - - - - - - - -

Republic of Mar-shall Islands - - - - - - - -

U.S. Department of Defense Edu-cation Activity

- - - - - - - -


Total Unique States (N=11) 0 0 0 0 0 1 0 0


16 26 9 22 10 8 5 3

116 NCEO

Table B-11. State Abbreviation Key Table B-11. State Abbreviation Key

State Abbreviation

State’s Full Name State Abbreviations Continued

State’s Full Name

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

117NCEO

Table B-12. Performance Data Reported for General Assessments

StatesPercent

Proficient

Percent Proficient Derived

Percent Not Profi-

cientNumber

Proficient

Number Not Profi-

cient

Number by Achievement

Level

Percent by Achievement

Level Other (e.g., Percentile)

Regular StatesAlabama - X - - - - X -

Alaska X - X X X - - -

Arizona X - - - - - X -

Arkansas - X - - - - X -

California - X - - - - X -

Colorado X - - - - - X X


Delaware X - X - - - X X

Florida X - - - - - - -

Georgia X - - - - X X -

Hawaii - - - - - - - -

Idaho X X* X X X X X* -

Illinois X - - - - - X -

Indiana X - - X - - - -

Iowa X - - - - - X* -

Kansas - - - - - - - -

Kentucky X - - - - - X -

Louisiana X - - - - - - X

Maine X* - X* - - - - -

Maryland X* - - X* - - - -

Massachusetts X* - X* X* - X* X* XMichigan X - - X X X X X

Minnesota X - - X - X X X

Mississippi - - - - - - X -

Missouri - X - - - X* X* X

Montana - - - - - X X -

Nebraska X - X - - - - -

Nevada X - - - - - X X

New Hampshire X - - - - X X -New Jersey X - - - - X X XNew Mexico X* - - X - - - -

New York X - - - - X X X

North Carolina X - - X* - - X X

North Dakota - X - - - - X -

118 NCEO

StatesPercent

Proficient


Percent Not Profi-

cientNumber

Proficient

Number Not Profi-

cient


Level



Ohio X - - - - X X -

Oklahoma - - - - - - - -

Oregon X - - X - X X X

Pennsylvania - - - - - - - -

Rhode Island X - - X - X X X

South Carolina X - - - - - X X

South Dakota - X* - - - - X* -

Tennessee X* - - - - X X -

Texas - X X - X X X X

Utah X - - - - - - -

Vermont X - X - - - X X

Virginia X - X X X X X X

Washington X - X X X X X -

West Virginia X* - - - - - - -Wisconsin X - - - - X X X

Wyoming X - X - - - X -


36 8 11 13 6 18 35 18

Unique StatesAmerican Samoa - - - - - - - -


- - - - - - - -


- - - - - - - -


X* - - - - - X* -


- - - - - - - -

Guam - - - - - - - -

Palau - - - - - - - -

Puerto Rico - - - - - - - -

119NCEO

StatesPercent

Proficient


Percent Not Profi-

cientNumber

Proficient

Number Not Profi-

cient


Level



Republic of Mar-shall Islands

- - - - - - - -

U.S. Department of Defense Edu-cation Activity

- - - - - - - -



1 0 0 0 0 0 0 0


37 8 11 13 6 18 36 18

120 NCEO

Table B-13. Performance Data Reported for AA-AAS

StatesPercent

Proficient


Percent Not Profi-

cientNumber

Proficient

Number Not Profi-

cient


Level


LevelRegular StatesAlabama X - - - X

Alaska X - X X X - -

Arizona X - - - - - X

Arkansas - - - - - - -

California - X - - - - XColorado X - - - - - X

Connecticut - - - - - - -Delaware X - - - - - X

Florida X - - X - X X

Georgia X - - - - - X

Hawaii - - X - - - -

Idaho X X* X X X X X*

Illinois X - - - - - X

Indiana - - - - - - -

Iowa X - - - - - X*

Kansas - - - - - - -

Kentucky X - - - - - X

Louisiana - - - - - - -

Maine X* - X* - - - -

Maryland X - - X - - -

Massachusetts X* - X* X* - X* X*

Michigan - X - - - X X

Minnesota X - - X - X X

Mississippi - - - - - - -

Missouri - X - - - X* X*

Montana - - - - - X X

Nebraska X - X - - - -

Nevada X - - - - - X

New Hampshire X - - X - X XNew Jersey - X - - - - X

New Mexico X - - - - X

New York X - - - - X X

North Carolina X - - X* - - X

North Dakota - X - - - - X

Ohio X - - - - X X

121NCEO

StatesPercent

Proficient


Percent Not Profi-

cientNumber

Proficient

Number Not Profi-

cient


Level


LevelOklahoma - - - - - - -

Oregon X - - X - X X

Pennsylvania - - - - - - -

Rhode Island X - - - X X X

South Carolina - - - - - - -

South Dakota - X* - - - - X*

Tennessee - - - - - - -

Texas - X X - X X X

Utah X - - X - - -

Vermont - - - - - - -

Virginia X - X X X X X

Washington X - X X X X X

West Virginia X* - - - - - -

Wisconsin X - - - - X X

Wyoming X - X - - - X


28 10 10 12 6 17 31

Unique StatesAmerican Samoa - - - - - - -


- - - - - - -


- - - - - - -


X* - - - - - -


- - - - - - -

Guam - - - - - - -

Palau - - - - - - -

Puerto Rico - - - - - - -Republic of Mar-shall Islands

- - - - - - -

122 NCEO

StatesPercent

Proficient


Percent Not Profi-

cientNumber

Proficient

Number Not Profi-

cient


Level


LevelU.S. Department of Defense Edu-cation Activity

- - - - - - -

U.S. Virgin Islands - - - - - - -


1 0 0 0 0 1 0


29 10 10 12 6 17 31

*Data with asterisks were merged with general assessment.

123NCEO

Table B-14. Public Reporting of Accommodation Use

Regular States

Reported Number

ReceivingReported

Performance

Total States with Number Receiving or Performance

Number Re-ceiving and

Performance Reported

Number Re-ceiving Only

Reported

Performance Only Re-ported

No Pub-licly Reported Data Found

Alabama Yes Yes 1 1Alaska No No 1Arkansas No No 1Arizona No No 1California Yes No 1 1Colorado No No 1Connecticut No No 1Delaware No No 1Florida Yes Yes 1 1Georgia No No 1Hawaii No No 1Iowa No No 1Idaho No No 1Illinois No No 1Indiana No No 1Kansas No No 1Kentucky Yes Yes 1 1Louisiana No No 1Massachu-setts No No 1

Maryland No No 1Maine No No 1Michigan No No 1Minnesota No No 1Missouri No No 1Mississippi No No 1Montana No No 1Nebraska No No 1Nevada Yes Yes 1 1New Hamp-shire No No 1

New Jersey Yes Yes 1 1New Mexico No No 1New York No No 1North Carolina Yes Yes 1 1

North Dakota No No 1Ohio Yes Yes 1 1Oklahoma No No 1

124 NCEO

Regular States

Reported Number

ReceivingReported

Performance

Total States with Number Receiving or Performance

Number Re-ceiving and

Performance Reported

Number Re-ceiving Only

Reported

Performance Only Re-ported

No Pub-licly Reported Data Found

Oregon Yes Yes 1 1Pennsylvania No No 1Rhode Island No No 1South Carolina No No 1

South Dakota No No 1Tennessee No No 1Texas Yes Yes 1 1Utah No No 1Vermont No No 1Virginia No No 1Washington No No 1Wisconsin No No 1West Virginia No No 1Wyoming No No 1Unique States No No 1

American Samoa No No 1

Bureau of Indian Affairs No No 1

Common-wealth of Northern Mariana Islands

No No 1

District of Columbia No No 1

Federated States of Mi-cronesia

No No 1

Guam No No 1Palau No No 1Puerto Rico No No 1Republic of Marshall Islands

No No 1

U.S. De-partment of Defense Education Activity

No No 1

U.S. Virgin Islands No No 1

Total States 10 9 10 9 1 0 52

125NCEO

Table B-15. English Language Proficient Assessment Reporting Summary

State

Regular ELP Assessment

Used Grade

Reported ELP Assess-

ment Data for ELs

Reported ELP As-

sessment Participation for ELs with Disabilities

Reported ELP As-

sessment Performance for ELs with Disabilities

Reported Alternate ELP As-

sessment Data for ELs with Disabili-

ties

Reported Alternate

ELP Assess-

ment Partici-pation


sessment Perform-

anceAlabama ACCESS for

ELLsK-12 No No No No No No

Alaska ACCESS for ELLs

K-12 Yes No No No No No

Arizona AZELLA K-12 No No No No No NoArkansas1 ELPA21 K-12 No No No No No NoCalifornia CELDT K-12 Yes Yes Yes No No NoColorado ELPA K-12 No No No No No NoConnecticut LAS Links K-12 No No No No No NoDelaware ACCESS for


Florida ACCESS for ELLs 2.0

K-12 No No No No No No

Georgia2 ACCESS for ELLs


Hawaii ACCESS for ELLs


Idaho IELA K-12 No No No No No NoIllinois ACCESS for


Indiana3 ACCESS for ELLs


Iowa ELPA-21 K-12 No No No No No NoKansas KELPA K-12 Yes No No No No NoKentucky ACCESS for


Louisiana ELDA K-12 No No No No No NoMaine4 ACCESS for


Maryland ACCESS for ELLs


Massachusetts ACCESS for ELLs

K-12 Yes No No Yes Yes Yes

Michigan5 ACCESS for ELLs

K-12 Yes Yes Yes No No No

Minnesota ACCESS for ELLs

K-12 Yes Yes Yes No No No

Mississippi LAS Links As-sessment


126 NCEO

State


Used Grade


ment Data for ELs

Reported ELP As-


Reported ELP As-




ties

Reported Alternate

ELP Assess-

ment Partici-pation


sessment Perform-

anceMissouri ACCESS for


Montana ELPA K-12 No No No No No NoNebraska ELPA21 K-12 No No No No No NoNevada ACCESS for


New Hampshire ACCESS for ELLs


New Jersey ACCESS for ELLs


New Mexico6 ACCESS for ELLs

K-12 Yes No No Yes No Yes

New York NYSESLAT K-12 No No No No No NoNorth Carolina ACCESS for


North Dakota ACCESS for ELLs


Ohio OPELA K-12 No No No No No NoOklahoma ACCESS for


Oregon ELPA K-12 No No No No No NoPennsylvania ACCESS for

ELLs report requires login code


Rhode Island ACCESS for ELLs


South Carolina ACCESS- WIDA K-12 No No No No No NoSouth Dakota ACCESS for


Tennessee ELDA K-12 No No No No No NoTexas TELPAS K-12 Yes Yes Yes No No NoUtah7 ACCESS for

ELLsK-12 Yes No No No No No

Vermont ACCESS for ELLs


Virginia ACCESS for ELLs


Washington8 WELPA K-12 Yes Yes Yes No No NoWest Virginia WESTELL K-12 No No No No No NoWisconsin ACCESS for


127NCEO

State


Used Grade


ment Data for ELs

Reported ELP As-


Reported ELP As-




ties

Reported Alternate

ELP Assess-

ment Partici-pation


sessment Perform-

anceWyoming ACCESS for



ACCESS for ELLs


1Reports data for ELs but not for state level2Reports data for ELs but not for state level. 3 Requires log-in.4Requires log-in.5Alternate results not public.6 Data for regular ELPA not reported for state level, and not disaggregated. State reports on ELs with disabili-ties performance at state level for alternate.7 Reports regular ELPA by subgroup but not IEP.8 Has ability to report ELs with disabilities, but suppressed due to privacy for small number

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