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NCEO Report 405 2014-15 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities NCEO Report 405 2014-15 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities Martha L. Thurlow, Deb A. Albus, and Sheryl S. Lazarus May 2017 All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Thurlow, M. L., Albus, D. A., & Lazarus, S. S. (2017). 2014-15 publicly reported assessment results for students with disabilities and ELs with disabilities (NCEO Report 405). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. National Center on Educational Outcomes University of Minnesota • 207 Pattee Hall 150 Pillsbury Dr. SE • Minneapolis, MN 55455 Phone 612/626-1530 • Fax 612/624-0879 http://www.nceo.info The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. This document is available in alternative formats upon request. NCEO Core Staff Martha L. Thurlow, Director Deb A. Albus Linda Goldstone Maureen Hawes Sheryl S. Lazarus Kristi K. Liu Michael L. Moore Darrell Peterson Christopher Rogers Kathy Strunk Yi-Chen Wu The Center is supported through Cooperative Agreements (#H326G110002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Develop- ment, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but does not necessarily represent the policy or opinions of the U.S. Depart- ment of Education or Offices within it. Readers should not assume endorse- ment by the federal government. Project Officer: David Egnor In collaboration with: Executive Summary This is the eighteenth report by the National Center on Educational Outcomes (NCEO) that de­ scribes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. The 2015 reauthorization of the Elementary and Secondary Educa­ tion Act (ESEA), as well as the Individuals with Disabilities Education Act (IDEA), continues to require states to disaggregate participation and performance data at the state level for all students and student subgroups. This report presents information on publicly reported participation and performance data for stu­ dents with disabilities for the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). For the 2014-15 school year, 42 of the 61 states reported participation and performance data for students with disabilities for all general assessments, and 37 states reported these data for all alter­ nate assessments based on alternate achievement standards (AA-AAS) that were used for the Title I accountability system. During this school year, many states were field-testing new assessments for either their general consortia assessments or alternate consortia assessments. Therefore, the reporting of assessment data was affected to some degree for this reporting cycle. Information about state assessments not used for Title I is also presented. Information on public reporting for English Learners (ELs) with disabilities is also included in this report. Only 3 states reported both participation and performance for ELs with disabilities for the general assessment. But, as in previous years, more states (N=12) reported these same data for ELs with disabilities on the AA-AAS. A majority of states reported some participation and performance data by individual grade and test for students with disabilities, though a few only reported these data by merged grades. Thirty-nine states reported student performance by achievement level, and 37 reported the percent proficient. The public reporting of data will continue to be an essential part of accountability systems. It is anticipated that states will continue to refine how they report data. The following recommendations are offered to states for the public reporting of disaggregated data for students with disabilities: 1. Report participation and performance results for each assessment, content area, and grade level. 2. Clearly label preliminary and final data with dates posted. 3. Report participation with accommodations. 4. Report participation percentages, disaggregated by grade. 5. Make data accessible by attending carefully to the usability of formats, ease of finding information, and clarity of language. This includes not relying on a login code to access otherwise public data if confidentiality of individual students is not jeopardized. It also includes allowing users to see comparisons across grades rather than requiring users to generate individual data for each grade through custom report generators. The ideal is to offer both ways to access data. 6. Provide reports in a format that is user-friendly for the general public rather than relying on technical reports to be the sole type of public reporting for student data. Table of Contents Executive Summary............................................................................................................................ iii Overview..............................................................................................................................................1 Method..................................................................................................................................................2 Results..................................................................................................................................................3 How States Reported Participation and Performance Data..................................................................3 General Assessment Data for Students with Disabilities.............................................................3 Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) Data for Students with Disabilities.............................................................................................................6 Assessment Data for ELs with Disabilities..................................................................................8 Alternate Assessment Based on Modified Achievement Standards (AA-MAS) Data for Students with Disabilities and ELs with Disabilities.................................................................11 Alternate Assessment Based on Grade-level Achievement Standards (AA-GLAS) Data for students with Disabilities and ELs with Disabilities............................................................11 Reporting Participation in 2014-15....................................................................................................11 General Assessment Performance Approaches for Students with Disabilities...................................12 Selected Results of General Assessment Performance for Students with Disabilities.......................13 Elementary School......................................................................................................................13 Middle School............................................................................................................................16 High School................................................................................................................................18 Average Gap Summaries for Students With and Without IEPs by Content Area and School Level...............................................................................................................................19 Accommodations Data on Students with Disabilities........................................................................20 Summary and Conclusions.................................................................................................................21 Extent of Public Reporting for Students with Disabilities.........................................................21 Extent of Public Reporting for ELs with Disabilities.................................................................21 How Data Are Reported.............................................................................................................22 Achievement Gaps......................................................................................................................22 Recommendations for Reporting................................................................................................23 References..........................................................................................................................................24 Appendix A: Material Used for the Verification Process ...................................................................27 Appendix B: Data Tables ...................................................................................................................31 1 NCEO Overview Under the 2015 reauthorization of the Elementary and Secondary Education Act (ESEA) and the continuation of the Individuals with Disabilities Education Act (IDEA) of 2004, the re­ quirement continues for states that receive federal funding, including unique states, to report reading, mathematics, and science assessment data to the federal government for all students and student subgroups. States also are required to report these data to the general public. In the 2014-15 school year many states were field-testing new assessments. Therefore, the reporting of assessment data was affected to some degree for this reporting cycle. States report these data online to the public in several ways, including as state report cards, state assessment reports, and customized data reports generated on state education websites (Albus, Lazarus, & Thurlow, 2014; Lazarus, Albus, & Thurlow, 2016). The purpose of this report is to examine the extent to which states reported 2014-15 assessment data for students with disabilities “to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,” as required by IDEA (Wiley, Thurlow, & Klein, 2005). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with ad­ ditional analyses that focus on average performance gaps across years. Additionally, the report summarizes the extent that states report participation and performance for English learners (ELs) with disabilities. It also examines the public reporting of accommodated student data for any student subgroup. The National Center on Educational Outcomes (NCEO) has tracked and analyzed public reporting for the students with disabilities subgroup for more than 15 years. In 2013-14, the total number of regular and unique states reporting disaggregated participation and performance data online for students with disabilities was 45 states (Lazarus, Albus, & Thurlow, 2016). This showed a decrease of 7 states from the 52 that reported these data in the previous year, 2012-13. Prior to 2012-13, the number had been 49 states in 2011-12, 53 states in 2010-11, and 46 states in 2008- 09 and 2007-08 (Albus, Lazarus & Thurlow, 2015; Albus & Thurlow, 2013; Thurlow, Bremer, & Albus, 2011; Albus, Thurlow, & Bremer, 2009). From 2002-03 to 2006-07, the number of states reporting participation and performance varied between 35 states and 39 states (Klein, Wiley, & Thurlow, 2006; Thurlow, Bremer, & Albus, 2008; Thurlow & Wiley, 2004; Thurlow, Wiley, & Bielinski, 2003; Wiley, Thurlow, & Klein, 2005; VanGetson & Thurlow, 2007). In 2013-14, the number of states that reported disaggregated participation and performance data for alternate assessments based on alternate achievement standards (AA-AAS) was 48. During the past 10 years, the number of states reporting for the AA-AAS had been as high as 52 in 2012-13 and as low as 36 states in 2006-07 and 2007-08. 2 NCEO Method Between January and March 2016, state department of education websites were searched for publicly available reports that disaggregated participation and performance data for students with disabilities for the 2014-15 school year (i.e., state assessment reports, state report cards, customized report generators, and other report formats). The Annual Performance Report (APR) that states submit for federal accountability was not included in the analysis. States included in the search were the 50 “regular” states and the 11 “unique” states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. 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, including those assessments designed for bilingual students or ELs that were either general or alternate assessments. Individual state summary tables were prepared for verification using the information gathered about how states reported participation and performance. These verification materials were sent to state assessment directors and state directors of special education in July 2016. Twelve regu­ lar states and one unique state responded to the verification request. After the verification was completed, the information on how and whether states reported participation and performance was summarized and additional information on participation rates and proficiency rates were analyzed. Double-checks of the data were completed for accuracy. See Appendix A for a sample email sent to the state directors and sample tables used in the verification process. Different types of assessments are given in states to serve one or more purposes. For example, some are given for accountability, while others are for diploma or graduation purposes. Some assessments may serve dual purposes within a state. Although the data collected for this report included all state level administered assessments found on state websites, this report focuses on how states publicly reported participation and performance data for students with disabilities on general assessments and AA-AAS. For this analysis, assessments were defined as follows: General assessment: Any assessment intended for students without disabilities and most students with disabilities that is designed to measure content area performance for Title I accountability or for exit or diploma purposes. General assessments may include end-of-course assessments for states that have them. Alternate assessment based on alternate achievement standards (AA-AAS): Any as­ sessment intended for a very small percentage of students with disabilities who have significant cognitive disabilities to measure content area performance for Title I account­ 3 NCEO ability, or for exit or diploma purposes. AA-AAS may include end-of-course assessments for states that have them. For the few states that administer additional types of alternate assessments, such as those using modified achievement standards or grade-level achievement standards, we provide only basic information on how they reported those data. Changes in policies for reporting data to the U.S. Department of Education over time, as well as adjustments in our own criteria, which narrowed after 2004-05, likely have affected the numbers of states counted as reporting on the general assessment and AA-AAS across years. APR data were not counted as publicly reported data after 2004-05 because these data were not necessarily reported with the same frequency and detail as public reporting for all students (see Thurlow et al., 2008). Results Results are presented in five sections in this report. The first section presents information about how states reported participation and performance data for students with disabilities for general and alternate assessments used for Title I accountability as well as those assessments not used for Title I accountability. It also examines how the same data were reported for ELs with disabilities. The second section describes the approaches states used to report participation data for general assessments. The third section describes the approaches states used to report performance data for general assessments. The fourth section presents select general assessment performance data at the elementary, middle school, and high school levels for reading and math, including information about average achievement gaps. The final section presents information about the public reporting of the use of accommodations on state assessments. How States Reported Participation and Performance Data General Assessment Data for Students with Disabilities Figure 1 shows that 42 of the 61 regular and unique states reported participation and perfor­ mance for all general assessments used for Title I accountability for students with disabilities. Sixty-nine percent of states reported participation and performance for all general assessments, 7 percent reported participation and performance for some general assessments, and 16 percent had no publicly reported data. Five percent (3 unique states) had no general assessments used for Title I. States with “no information found” differed from states without reported data found in that no assessment information or documents were found for general students in those states. 4 NCEO Figure 2 shows how each state reported the participation and performance of students with disabilities for the general assessment. The map shows that most states had full reporting of participation and performance for students with disabilities on general assessments used for Title I accountability. For details, see Table B-1 in Appendix B. Figure 1. Extent of Reporting of General Assessment Data for Students with Disabilities Used for Title I [N=61] 69% 7% 2% 5% 16% 2% Participation and Performance for All General Assessments (N=42) Participation and Performance for Some General Assessments (N=4) Performance Only for All General Assessments (N=1) No General  Assessments Used for Title I (N=3) No Publicly Reported Data Found (N=10) No Information Found (N=1) States also reported participation and performance for students with disabilities on general as­ sessments not used for the Title I accountability system. Figure 3 shows that thirty-five states only had general assessments used for Title I. We examined reporting for the remaining 26 states Figure 3 shows that of the 24 states that had general assessments not used for Title I, 6 states reported participation and performance data for all tests, 1 reported these data for some tests, and 17 states did not publicly report data. Figure 4 presents participation and performance reporting by state for general assessments not used for Title I. This map shows that only a handful of states publicly reported participation and performance for these assessments. For details, see Table B-2 in Appendix B. 5 NCEO Figure 2. States Reporting 2014-15 Disaggregated Participation or Performance Data for Students with Disabilities on General State Assessments Used for Title I* *Note: The figure does not include state APR data. A broad definition was used to determine whether a state had data. States were included if they had any data reported for the assessment (regardless of whether it was across all grades, by grade range, or for specific grades). 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 Participation and Performance for All General Assessments (N=42) Participation and Performance for Some General Assessments (N=4) Performance Only for All General Assessments (N=1) No General Assessments Used for Title I (N=3) No Publicly Reported Data Found (N=10) No Information Found (N=1)     American Samoa    Bureau of Indian  Education    Commonwealth of  Northern Marianna  Islands    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  Figure 3. Extent of Reporting of General Assessment Data for Students with Disabilities Not Used for Title I [N=61] 10%2% 57% 28% 3% Participation and Performance for All General Assessments (N=6) Performance Reported for Some General Assessments (N=1) All General Assessments Used for Title I (N=35) No Publicly Reported Data Found (N=17) No Information Found (N=2) 6 NCEO Alternate Assessment Based on Alternate Achievement Standards (AA-AAS) Data for Students with Disabilities This section presents the extent to which states reported participation and performance data for students with disabilities on alternate assessments based on alternate achievement stan­ dards (AA-AAS) used for Title I. Figure 5 shows that 37 states reported both participation and performance data for all AA-AAS. This represents 60% of the states. Six states reported these data for some AA-AAS, and only one state reported performance only. The remaining states either had no AA-AAS used for Title I, had no publicly reported data found for AA-AAS, or no information was found about having an AA-AAS. Figure 4. States Reporting 2014-15 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).   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 Participation and Performance for All General Assessments (N=6) Performance Reported for All General Assessments (N=1) All General Assessments Used for Title I (N=35) No Publicly Reported Data Found (N=17) No Information Found (N=2)     American Samoa    Bureau of Indian  Education    Commonwealth of  Northern Marianna  Islands    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    7 NCEO Figure 5. Extent of Reporting of AA-AAS Used for Title I [N=61] 60% 10% 2% 5% 20% 3% Participation and Performance for All AA‐AAS (N=37) Participation and Performance for Some AA‐AAS (N=6) Performance Reported for All AA‐AAS (N=1) No AA‐AAS Used for Title I (N=3) No Publicly Reported Data Found (N=12) No Information Found (N=2) Figure 6 shows the states that reported participation and performance data for AA-AAS used for Title I accountability. The map shows that most states (N=37) publicly reported participa­ tion and performance for students with disabilities for these assessments. For details, see Table B-3 in Appendix. Figure 6. States Reporting 2014-15 Participation or Performance Data for Students with Disabilities on AA-AAS Used for Title I* *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). 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 Participation and Performance for All AA-AAS (N=37) Participation and Performance for Some AA-AAS (N=6) Performance Reported for All AA-AAS (N=1) No AA-AAS Used for Title I (N=3) No Publicly Reported Data Found (N=12) No Information Found (N=2)   American Samoa    Bureau of Indian  Education    Commonwealth of  Northern Marianna  Islands    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    8 NCEO Assessment Data for ELs with Disabilities Like their peers, most ELs with disabilities take general assessments. Only a small percentage take an AA-AAS. Figure 7 shows that 54 states did not report participation or performance for ELs with disabilities on general assessments used for Title I. Only three states reported both participation and performance data for all general assessments used for Title I. This represents 5% of the states. Figure 7. Extent of States Reporting Data for ELs with Disabilities on General Assessments Used for Title I [N=61] 5% 5% 88% 2% Participation and Performance for All General Assessments (N=3) No General Assessments Used for Title I (N=3) No Publicly Reported Data Found (N=54) No Information Found (N=1) 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=3) publicly reported participation and performance data for ELs with disabilities on all general assessments. For details, see Table B-4 in Appendix B. 9 NCEO Figure 8. States Reporting 2014-15 Disaggregated Participation or Performance Data for ELs with Disabilities on General Assessments Used for Title I *Note: The figure does not include state APR data. A broad definition was used to determine whether a state had data. States were included if they had any data reported for the assessment (regardless of whether it was across all grades, by grade range, or for specific grades). 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 Participation and Performance for All General Assessments (N=3) No General Assessments Used for Title I (N=3) No Publicly Reported Data Found (N=54) No Information Found (N=1)       American Samoa    Bureau of Indian  Education    Commonwealth of  Northern Marianna  Islands    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 24 states that had general assessments not used for Title I, only 1 state reported partici­ pation and performance for ELs with disabilities (see B-5 in Appendix B for more details). The data are not graphed in this report. Figure 9 shows that 12 states, or 20% of states, publicly reported participation and performance on all AA-AAS for ELs with disabilities. Another 6 states publicly reported these data for some of their AA-AAS. Thirty-eight states did not publicly report data for ELs with disabilities who participated in an AA-AAS. 10 NCEO Figure 9. Extent of States Reporting AA-AAS Data for ELs with Disabilities for Title I [N=61] 20% 10% 5% 62% 3% Participation and Performance for All AA‐AAS (N=12) Participation and Performance for Some AA‐AAS (N=6) No AA‐AAS Used for Title I (N=3) No Publicly Reported Data Found (N=38) No Information Found (N=2) Figure 10 shows the 18 states that reported participation and performance for ELs with disabili­ ties on some or all of the AA-AAS used for Title I. For details, see Table B-6 in Appendix B. Figure 10. States Reporting 2014-15 Disaggregated Participation or Performance Data for ELs with Disabilities on AA-AAS Used for Title I 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 Participation and Performance for All AA-AAS (N=12) Participation and Performance for Some AA-AAS (N=6) No AA-AAS Used for Title I (N=3) No Publicly Reported Data Found (N=38) No Information Found (N=2)       American Samoa    Bureau of Indian  Education    Commonwealth of  Northern Marianna  Islands    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    11 NCEO Alternate Assessment Based on Modified Achievement Standards (AA-MAS) Data for Students with Disabilities and ELs with Disabilities Alternate assessments based on modified achievement standards (AA-MAS) were an optional assessment used for Title I accountability until 2014-15, but a few states (n=3) continued to administer these assessments in their states. All three of the states with an AA-MAS in 2014-15 reported participation and performance data for that year, either separately or noted that the AA- MAS data were merged with data for the general assessment. For ELs with disabilities, two of the three states reported participation and performance disaggregated for ELs with disabilities separate from other assessment data. For details, see Table B-7 in Appendix B. Alternate Assessment Based on Grade-level Achievement Standards (AA-GLAS) Data for students with Disabilities and ELs with Disabilities According to the publicly available data on state assessments found, two states had an Alternate Assessment based on Grade-Level Achievement Standards (AA-GLAS). Both of these states reported participation and performance data for students with disabilities, and one reported these data for ELs. For details see Table B-8 in Appendix B. Reporting Participation in 2014-15 States reported participation data for assessments in several ways. Figure 11 shows the approaches taken by 46 states (of the total 61 regular and unique states) that reported participation data. Thirty-seven states publicly reported the number of students tested and 28 states reported the percent of students participating in general assessments for the Title I accountability system. Only 6 states reported the percent of students with no scores; 11 states presented the number of students with no scores. Figure 11 includes data for states that used any method of report­ ing participation data (i.e., by grade and test, by merging grades and tests, by grade with tests merged, and by test with grades merged). For additional details see Table B-9 in Appendix B. For details about AA-AAS participation see Table B-10 in Appendix B. Figure 12 shows the participation rates for grade 8 mathematics for those states with this infor­ mation reported by grade and test. Of the 28 states that reported on participation rates, 10 states reported these data with denominators based on students with disabilities in grade 8, an approach that could be compared (e.g., does not include rates of entire population or rates reported by accommodated status). See Appendix Table B-11 for the state abbreviation key. 12 NCEO Figure 11. States Reporting Participation by Students with Disabilities for General Assessments Used for Title I Accountability in 2014-15 23 37 9 28 11 9 11 6 0 10 20 30 40 50 60 Number Enrolled/ Eligible to be Tested Number of Students Tested Number of Students Not Tested Percent Participating in Test Percent of Students Not Tested Number of Students with Scores Number of Students with No Scores Percent of Students with No Scores General Assessment Performance Approaches for Students with Disabilities States reported performance data in a variety of ways, such as the number or percent in each achievement level, percent proficient or not proficient, average scaled scores, or percentiles, for example. Figure 13 shows that the most common way that states reported performance data was by percent in each achievement level (n= 39). The next most frequent way was by percent proficient. The “other” category includes states that reported scaled scores, percentiles, or other types of scores. This figure includes data from states that used any method of report­ ing participation data (i.e., by grade and test, by merging grades and tests, by grade with tests merged, and by test with grades merged). Also, states could be counted more than once for the type of data reported, so the number does not total to 61 states. For additional details see Table B-12 in Appendix B. For details about AA-AAS performance see Table B-13 in the Appendix. Figure 12. Percentages of Students with Disabilities Participating in Middle School General Math Assessments in Those States with Reported Participation Rates by Grade Level in 2014- 15     96.8 96.5 86.7 84.9 93.8 96.2 93.4 99.8 99.6 89.9 0 10 20 30 40 50 60 70 80 90 100 AK AR CA CO CT DE ID KY NE VA 13 NCEO Figure 13. Number of States Reporting Performance in Different Ways for Students with Disabilities in 2014-15 General Assessments Used for Title I   19 39 15 5 14 10 9 37 0 10 20 30 40 50 60 Other (e.g., percentile) Percent by Achievement Level Number by Achievement Level Number Not Proficient Number Proficient Percent Not Proficient Percent Proficient Derived Percent Proficient Selected Results of General Assessment Performance for Students with Disabilities In this section the performance of students with and without Individualized Education Programs (IEPs) is compared for states that reported data for each of three representative grades (e.g., Grade 4, Grade 8, and high school) by the content areas of reading and mathematics. Figures 14 to 19 show the gaps between students with disabilities and a comparison peer group, with the solid line representing the gap between student groups. The comparison peer group varied by state, with some states reporting the performance of students without IEPs and others reporting the total student population that included students with IEPs. Because the gaps were affected by whether a state used a comparison group of all students or students without disabilities, we indicate the group used by each state on the horizontal axis with an A if the state included all students and an O if the comparison group for the state was students who do not have IEPs. The students without IEPs group may include students with 504 plans depending on how a state defined its population. Therefore, the gaps reported here could also vary based on how those states reported their performance data. States with an AA-MAS are indicated in the figures with a box around the percent proficient number for the comparison group, and shaded boxes indicate states that merged AA-MAS per­ formance with general assessment data. See Appendix Table B-11 for the state abbreviation key. Elementary School Figures 14 and 15 present the results for Grade 4. Across the states, the smallest gap between students with IEPs and the comparison group for elementary reading was 16 percentage points, 14 NCEO and the largest gap was 47 percentage points. For elementary mathematics, the gap ranged from 11 percentage points to 40 percentage points. Figure 14. Percent Proficient for Elementary Reading*   24% 28% 37% 37% 38% 40% 41% 41% 42% 43% 43% 44% 44% 44% 45% 45% 45% 46% 47% 48% 49% 50% 50% 51% 53% 54% 54% 54% 56% 58% 58% 58% 60% 60% 61% 62% 63% 76% 76% 77% 79% 81% 8% 4% 9% 6% 7% 8% 12% 11% 15% 13% 6% 11% 17% 17% 12% 20% 17% 8% 24% 19% 18% 17% 15% 22% 16% 31% 25% 23% 25% 11% 30% 23% 18% 29% 15% 19% 30% 34% 44% 48% 36% 56% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% A A O O O O O O A O O O O A O A A O O O A O O A A A A O A O A O O A O O O O O A O A NM DC SC AR NY MD GA AL AZ CA RI IL NC SD AK TN WV CO ND ME OR MI ID NJ MA KY KS WI WA VT MN FL DE WY CT NH MO IA TX VA OH NE Legend:   Heavy Solid Bar= Students with IEPs percent proficient      Narrow Solid Line = Gap between students with IEPs and the comparison group       Box= State has an AA‐MAS      Shaded Box =State reported AA‐MAS merged with general assessment  A= All students (n=16 states)  O=Students without IEPs (n=26 states)    *Note: N=42 of 61 states [includes unique states]; No data=19 states.  15 NCEO Figure 15. Percent Proficient Elementary Mathematics*   Legend:   Heavy Solid Bar= Students with IEPs percent proficient      Narrow Solid Line = Gap between students with IEPs and the comparison group       Box= State has an AA‐MAS       Shaded Box =State reported AA‐MAS merged with general assessment  A= All students (n=16 states)  O=Students without IEPs (n=26 states)    *Note: N=42 of 61 states [includes unique states]; No data =19 states  19% 27%28% 31%31%31%33%35%36% 40%41%42%43%43%44%44%44%44%44% 47%47%47%49%49%49%50%51%51%51%52%52%54%54%55%55% 63% 70%71% 75%77% 79% 84% 8% 5% 5% 6% 9% 4% 7% 14%15%14% 18%17% 14%13% 17% 15% 17%17%18% 16%16%18% 11% 25% 14% 23% 26% 11% 22% 18% 16% 23%22% 16% 27% 30% 42% 33% 44% 51% 46% 54% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% A O A O O O O A A O A A O O A O O O A O A O O A O A A O O O O O O O A O A O O A O A NM AR DCMD IL RI CO KS WVME NJ AZ AK CA OR GA NC MI SD ID MA ND CT KY NY TN WY VT WI AL DEMOSC NHWA FL MNOH TX NE IA VA 16 NCEO Middle School Figures 16 and 17 show the performance gaps for Grade 8 reading and mathematics. At the middle school level, for reading, gaps ranged from 18 percentage points to 54 percentage points. For mathematics, the gaps ranged from 11 percentage points to 48 percentage points. Figure 16. Percent Proficient for Middle School Reading*   Legend:   Heavy Solid Bar= Students with IEPs percent proficient      Narrow Solid Line = Gap between students with IEPs and the comparison group       Box= State has an AA‐MAS       Shaded Box =State reported AA‐MAS merged with general assessment  A= All students (n=17 states)  O=Students without IEPs (n=25 states)    *Note: N=42 of 61 states [includes unique states]; No data=19 states  23%24% 29%30% 35%35%36% 40%41%41% 43%44%45%45% 47%48%48%48%49%50%52%52%52%52%54% 56%56%56%57%58%59%59%60% 62%63% 65% 75%75%76% 79%80%80% 5% 4% 7% 6% 5% 9% 2% 5% 6% 5% 7% 14% 6% 7% 8% 10% 15% 8% 9% 17%18% 10% 16% 10% 19% 10%11% 18% 14%15% 20%20% 13% 9% 16% 18% 37% 26% 28% 42%41% 38% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% A A A O O A O O O O O A O O A O O O O A A O A O A O O A A O A O O O O O A A O A A O NM DC KS NC AK AZ AR MD NY RI GA WVCO IL SD ND ME AL CA TN WY SC NJ MI KY DE ID MN OR WI WA FL CT VT MO NH VA IA OH NE MA TX 17 NCEO Figure 17. Percent Proficient Middle School Mathematics*   Legend:   Heavy Solid Bar= Students with IEPs percent proficient      Narrow Solid Line = Gap between students with IEPs and the comparison group       Box= State has an AA‐MAS       Shaded Box =State reported AA‐MAS merged with general assessment  A= All students (n=16 states)  O=Students without IEPs (n=26 states)     Note: N=42 of 61 states [includes unique states]; No data=19 states  12% 14% 17% 19% 21%22%23%24%25%26% 29%30%30%32%33%34%35%36%36%36% 38%39%40%40%41%41% 43%43%44% 47%47%48%48%50% 54% 58% 60%61% 68% 74% 76%77% 1% 2% 5% 2% 4% 4% 3% 8% 7% 5% 5% 4% 6% 7% 10% 9% 5% 5% 4% 7% 6% 6% 9% 5% 8% 6% 13% 9% 9% 4% 15% 11% 24% 9% 21% 17%18% 25% 32% 40% 29% 38% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% A O A O O A O A A O O O O O O A O O O O A O O O O O A A O O A A O O A A A O A A O O DC RI NM AR CO KS MD NJ WVNY AK AL NCMOME AZ MI IL SC CA SD ND ID DE GA CT KY OR WI VT WYWA FL NH TN MNMAOH NE VA IA TX 18 NCEO High School Figures 18 and 19 show gaps for high school reading and mathematics. Grade 10 was used when more than one grade was tested. For reading, the gaps ranged from 21 percentage points to 54 percentage points; for mathematics the range is from 3 percentage points to 49 percentage points. Figure 18. Percent Proficient for High School Reading* 27% 30% 31% 32% 32% 32% 35% 37% 38% 39% 40% 40% 40% 41% 41% 42% 44% 48% 52% 53% 55% 55% 57% 57% 57% 58% 58% 59% 60% 62% 64% 64% 66% 67% 67% 69% 71% 72% 80% 86% 89% 91% 93% 3% 7% 4% 11% 4% 5% 5% 8% 6% 6% 7% 4% 14% 7% 5% 8% 13% 18% 21% 13% 17% 34% 12% 15% 18% 17% 17% 22% 11% 11% 10% 13% 19% 38% 24% 31% 22% 26% 31% 35% 59% 68% 50% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A A A A O A O A O O O O O O O O A O A O O O O A A O O O A O O O O O A A O O O O A A O DC KS NM WY AK AZ RI NJ IL GA MD AR CA CO NY SC WV ME WA MI FL TX DE KY MN CT NC ND SD AL VT ID NH WI OR NE MO TN IA NV VA MA OH Legend:   Heavy Solid Bar= Students with IEPs percent proficient      Narrow Solid Line = Gap between students with IEPs and the comparison group       Box= State has an AA‐MAS       Shaded Box =State reported AA‐MAS merged with general assessment  A= All students (n=15 states)  O=Students without IEPs (n=27 states    *Note: N=43 of 61 states [includes unique states]; No data= 18 states  19 NCEO Figure 19. Percent Proficient for High School Mathematics* 8% 12% 12% 15% 18% 20% 22% 23% 24% 25% 26% 29% 30% 31% 31% 31% 32% 32% 32% 33% 34% 34% 35% 36% 37% 38% 38% 39% 41% 41% 42% 49% 49% 50% 60% 66% 66% 79% 81% 82% 83% 90% 92% 0% 1% 2% 4% 15% 4% 1% 2% 4% 12% 2% 5% 5% 5% 4% 5% 6% 4% 6% 10% 4% 5% 18% 7% 7% 11% 12% 4% 8% 5% 3% 11% 16% 8% 23% 33% 21% 40% 32% 52% 42% 41% 50% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A O A A O O O O A O O A O A O O A O O O O O O A O A A A O O O A O O A A O A O A O O O DC RI NM WV SC IL AL AK KS FL DE WA AR OR MI MD AZ CA ID ME CO CT TX NJ GA WY KY SD ND NH VT MN NC WI NE TN MO MA NV VA IA OH NY Legend:   Heavy Solid Bar= Students with IEPs percent proficient      Narrow Solid Line = Gap between students with IEPs and the comparison group       Box= State has an AA‐MAS       Shaded Box =State reported AA‐MAS merged with general assessment  A= All students (n=16 states)  O=Students without IEPs (n=27 states)    *Note: N=43 of 61 states [includes unique states]; No data= 18 states  Average Gap Summaries for Students With and Without IEPs by Content Area and School Level Table 1 summarizes the average achievement gaps between students with IEPs and the com­ parison peer group. The comparison peer group may or may not include students with IEPs depending on the reporting practices of each state. The table presents gaps by content areas and school levels across select years. There are limitations to this analysis in that the number of states with data fluctuates each year and the assessments a state uses may change over time. Further, there are differences in how states report percent proficient for students with IEPs. For example, in some cases, states reported AA-MAS performance merged with general assessment performance. Table 1 shows the mean gaps for every other year from 2006-07 through 2014-15. The average gap is presented with the number of states with data for each year. The gap sizes changed only slightly across grades and content areas until the present year, where math average gaps were much lower at the middle and high school levels compared to previous years, even though the 20 NCEO number of states changed only slightly. For example, for elementary reading, the mean gap was 31 in 2006-07 and 2008-09, 34 in 2010-11, 35 in 2012-13, and 32 in 2014-15. But for middle and high school math, the gap ranged from 37 to 40 from 2006-07 to 2013-14, but was 28 or 29 in 2014-15. Table 1. Gaps for Students with IEPs and Comparison Peer Group on General Assessments: Biannually from 2006-07 to 2014-15 Grade Ranges Mean Gaps for All States with Data1 2006-07 2008-09 2010-11 2012-13 2014-15 Gap Number of States Gap Number of States Gap Number of States Gap Number of States Gap Number of States Elementary Reading 31 47 31 45 34 45 35 (34) 45 (48) 32 (32) 41 (42) Middle School Reading 40 47 40 46 41 45 41 (41) 45 (48) 38 (38) 41 (42) High School Reading 40 46 40 44 40 45 39 (38) 46 (49) 37 (36) 41 (42) Elementary Math 29 47 28 46 30 45 32 (32) 45 (48) 29 (28) 41 (42) Middle School Math 40 47 38 46 40 42 40 (39) 45 (48) 29 (29) 41 (42) High School Math 38 44 37 44 40 43 37 (36) 46 (49) 28 (28) 42 (43) 1 Data in parentheses include the unique states. Data including the unique states were available only for 2012-13 and 2013-14. Prior analyses did not include the unique states. Accommodations Data on Students with Disabilities Figure 20 presents the number of regular and unique states that reported data for students with disabilities using accommodations on the general assessment, by whether the state reported participation, performance, or both. Only 20 states had any accommodations data reported, with 12 states reporting participation and performance, 7 states reporting participation only, and 1 state reporting performance only. See Appendix B-14 for specific state information shown in Figure 20. 21 NCEO Figure 20. Number of States Reporting Accommodations Data   41 1 7 12 0 20 40 60 No Data Found Reported Publicly Reported Performance Only Reported Participation Only Reported Participation and Performance Summary and Conclusions Extent of Public Reporting for Students with Disabilities Thirty-three regular states, and two unique states, reported participation and performance for all general assessments and alternate assessments based on alternate achievement standards (AA- AAS) used for Title I accountability purposes in 2014-15. Forty-two of the 61 states reported both participation and performance for all general assessments and 37 reported similar data for the AA-AAS. Of the 24 states with general assessments not used for Title I, only 6 states reported participa­ tion and performance and 1 additional state reported performance only. This is almost exactly the same number that reported these data compared to the prior year, where the same number reported participation and performance, but two states reported either participation or perfor­ mance only, for all general assessments not used for Title I. Extent of Public Reporting for ELs with Disabilities The number of states that reported both participation and performance for ELs with disabilities decreased to three states from seven in 2013-14. For AA-AAS, 12 states reported participation and performance. This number dropped significantly from the 21 states that reported in the previous two years. It might be expected that more states would have reported disaggregated data for this assessment, given the requirements of ESEA to report by subgroup for each state assessment. One state reported participation and performance for ELs on general assessments not used for Title I, the same as last year. 22 NCEO How Data Are Reported Among the regular states, the most common approaches for communicating participation and performance on general assessments and AA-AAS remained the same in 2008-09, and 2010- 11 through 2014-15. For participation in 2014-15, the most common way to report for regular and unique states on general assessments was in terms of the number assessed (37 states) and percent participating (28 states). For performance, the most common way for regular and unique states to report on general assessments was the percent of students in each achievement level (39 states) followed by percent proficient (37 states). Because states used different methods to report (e.g., merging assessments, grades, or both), the numerators and denominators used to report participation and performance data varied significantly across states. Adding to the complexity is the fact that some states report public data using multiple methods across participation and performance, thus increasing the difficulty of making interpretations about participation and performance. As in previous reports, this report presented participation rates for middle school mathematics as an example of how states report participation rates for students with disabilities. Ten states reported participation rates by grade in a way that would be comparable to include in a graph. Additional states provided numbers that would possibly allow for rates to be calculated. However, in recent years participation data have become less transparent, in part because states that had alternates based on modified achievement standards (AA-MAS) or alternates based on grade- level achievement standards sometimes opted to merge those data with the general assessment data in public reporting for participation and performance. Because the AA-MAS has been phased out of most states that used them, it is anticipated that these data should become more transparent in future years. Another reason that rates may be less straightforward is that states vary in the denominators used to calculate rates. Achievement Gaps The achievement gaps between students with and without IEPs in reading and mathematics persist. This report presented average achievement gaps for elementary, middle school, and high school levels. As in past reports, generally speaking, there were smaller overall gaps in elementary reading and mathematics than at the middle school and high school levels. There were a few states that did not fit this generalization. For example, one state had a gap of 3 per­ centage points in high school mathematics. At the middle school and high school levels, for reading and mathematics, the average gaps across states spanned from 28 percentage points to 38 percentage points for 2014-15. There was a noticeable decrease in the average gap for middle and high school mathematics from previous years. Due to the many factors underlying achievement gaps, the reason for these 23 NCEO specific changes in 2014-15 is not clear. Many states were field-testing or adopting new assess­ ments in this time frame, which may have affected the publicly reported data, but there may be other factors also contributing to this shift in average gaps. In general, the different methods used to report data among states influences the achievement gaps reported. As would be expected, those states with “all students” as the comparison group tended to show smaller gaps compared to states using students without IEPs” as the comparison group. Other factors that influence the size of achievement gaps include whether a state had an AA-MAS, the percentage of students taking an AA-MAS in lieu of the general assessment, and how these data are reported. Recommendations for Reporting Many states have transitioned to new assessments based on College- and Career-Ready Stan­ dards, and states continue to shift in what assessments they are using. Given this backdrop, and flexibility in different approaches for accountability reporting, there may be further changes in how participation and performance data for students with disabilities and ELs with disabilities are reported. In the intervening time, it is important that states continue to publicly report data for students with disabilities with the same frequency and detail as for other students. As in the previous report (Lazarus, Albus, & Thurlow, 2016), the following recommendations are offered to states for public reporting of disaggregated data for students with disabilities: 1. Report participation and performance results for each assessment, content area, and grade level. 2. Clearly label preliminary and final data with dates posted. 3. Report participation with accommodations. 4. Report participation percentages, disaggregated by grade. 5. Make data accessible by attending carefully to the usability of formats, ease of finding information, and clarity of language. This includes not relying on a login code to access otherwise public data if confidentiality of individual students is not jeopardized. It also includes allowing users to see comparisons across grades rather than requiring users to generate individual data for each grade through custom report generators. The ideal is to offer both ways to access data. 6. Provide reports in a format that is user-friendly for the general public rather than relying on technical reports to be the sole type of public reporting for student data. 24 NCEO References Albus, D., Lazarus, S. S., & Thurlow, M. L. (2015). 2012-13 publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 70). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Albus, D., Lazarus, S. S., & Thurlow, M. L. (2014). 2011-12 publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 69). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Albus, D., & Thurlow, M. (2013). 2010-11 publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 68). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Albus, D., & Thurlow, M. (2013). 2010-11 publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 68). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Albus, D., Thurlow, M., & Bremer, C. (2009). Achieving transparency in the public reporting of 2006-2007 assessment results (Technical Report 53). Minneapolis, MN: University of 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). Goodnews bad news in disaggregated subgroup reporting to the public on 2005-2006 assessment results (Technical Report 52). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Thurlow, M. L., Bremer, C., & Albus, D. (2011). 2008-09 publicly reported assessment results for students with disabilities and ELLs with disabilities (Technical Report 59). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Thurlow, M. L., & Wiley, H. I. (2004). Almost there in public reporting of assessment results for students with disabilities (Technical Report 39). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. 25 NCEO Thurlow, M. L., Wiley, H. I., & Bielinski, J. (2003). Going public: What 2000-2001 reports tell us about the performance of students with disabilities (Technical Report 35). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. VanGetson, G. R., & Thurlow, M. L. (2007). Nearing the target in disaggregated subgroup reporting to the public on 2004-2005 assessment results (Technical Report 46). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. U.S. Department of Education (2013). ESEA flexibility: Frequently asked questions addendum. Washington, DC: Author. Wiley, H. I., Thurlow, M. L., & Klein, J. A. (2005). Steady progress: State public reporting 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. 26 NCEO 27 NCEO Appendix A Material Used for the Verification Process 1. Example letter to Assessment Director and Special Education Director. The National Center on Educational Outcomes is examining states’ public reports for the 2014-2015 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 albus001@umn.edu. If you have any questions about our request, please email Deb Albus or call at (612) 626-0323. Please respond by August 1, 2016.   Thank you for taking the time to provide this information. Martha Thurlow, Director NCEO Deb Albus, Research Fellow, NCEO Alabama 1. Reporting in State Assessments Summary 28 NCEO Please check the information below for accuracy and make edits as needed. Assessments Grade Subject Areas Disaggregated Data Used for Title I Special Education ELLs with Disabili- ties Partici- pation Perform- ance Partici- pation Perform- ance ACT Aspire 3-8, 10 Reading, Math Yes Yes No No Yes The ACT College Readiness Test 11 English, Math, Reading, Science No No No No No Alabama Science 5,7 Science Yes Yes No No Yes Alabama Alternate Assessment 3-8, 10-11 Reading, Math Science (5,7) Yes Yes Yes Yes Yes ACT Plan 10 English, Math, Science Yes Yes No No Yes 2. Reporting on Students with Disabilities How was participation and performance reported on the Title I assessments (general and alternate based on alternate achievement standards (AA-AAS))? Note Yes, No, or NA (not applicable). If AA-AAS is merged with general, repeat the answer for general. For Title I Assessments: Participation Performance Participation General AA-AAS Performance General AA-AAS Number Enrolled/ Eligible to be Tested No No Percent Proficient No No Number of Students Tested No No Percent Proficient Derived Yes Yes Number of Students Not Tested No No Percent Not Proficient No No Percent Participating in Test Yes Yes Number Proficient No No Percent of Students Not Tested No No Number Not Proficient No No Number of Students with Scores No No Number by Achievement Level No No Number of Students with No scores No No Percent by Achievement Level Yes Yes Percent of Students with No Scores No No Percentile Rank No No 3. If your state had an alternate based on modified achievement standards in 2014, how was participation reported? Not applicable Accommodated Status Reporting 4. Did your state report accommodated status data for any population? List assessments or note NA, then answer Yes or No. Please note the report name or provide link if different from below. 29 NCEO List assessment and describe reporting Reported Participa- tion? Reported Perfor- mance? On what assessment(s)? ACT Aspire and Alternate Assessment Reporting Number of Students Tested by accommodated and non-accommodated and percent in each perfor- mance level Yes Yes Report name/Link to report/attach: 2013-2014 Participation and Performance of Students with IEPs Taking Assessments With and Without Accommodations Participation and Performance Data for Students with Disabilities, English Language Profi- ciency Assessment (ELPA) 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 Performance ACCESS for ELLs K-12 No No No 30 NCEO 31 NCEO Appendix B Data Tables 32 NCEO State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  Regular States  Alabama  ACT Aspire    3 to 8,  10‐11  Reading, Math, Science (5, 7)  Yes  Yes  Yes        ACT Plan  10  English, Math, Science  Yes  Yes  Alaska  Alaska Measures of Progress (AMP)  3 to 10  English Language Arts, Math  Yes  Yes  Yes        Standards Based Assessments  4, 8, 10  Science   Yes  Yes  Arizona  Arizona’s Instrument to Measure  Standards (AIMS and AIMS HS)  4, 8, HS  Science   No  No    Yes      AZMerit  3 to 11,  EoC  Alg I, Alg II, Geometry, Math, English  Language Arts  Yes  Yes  Arkansas  Augmented Benchmark Exams  (ABE)  5, 7  Science  No  No    Yes      PARCC Assessment  3 to 8  Math, Literacy  Yes  Yes  End of Course Exams  EoC  Biology  No  No  California    California Standards Test Scores  (CST)  5, 8, 10  Science  Yes  Yes  Yes        Table B-1. Participation and Performance Data for Students with Disabilities, General Assessment Used for Title I Accountability, 2014-2015 33 NCEO 5    State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  California  Smarter Balanced Summative  2‐11  English Language Arts, Math  Yes  Yes  Colorado  PARCC Assessment  3 to 11,  EoC  Reading (3‐11), Math (3‐8 and Alg.I,  Geom., Integ. I, Integ. II, Integ. III)  Yes  Yes  Yes        Colorado Measures of Academic  Success  4‐5, 7‐8  Science (5,8), Social Studies (4,7)  Yes  Yes  Connecticut    Smarter Balanced Assessments  3 to 8,  11  English Language Arts, Math  Yes  Yes  Yes        Connecticut Academic Performance  Test  10  Science  Yes  Yes  Connecticut Mastery Test (CMT)  5, 8  Science   Yes  Yes  Delaware    Smarter Balanced Assessment  3‐8, 11  English Language Arts, Math  Yes  Yes  Yes        Delaware Comprehensive  Assessment Systems (DCAS)  4‐5, 7‐ 8, 10  Social Studies (4,7), Science (5,8,10)  Yes  Yes  Florida  Florida Standards Assessment  3‐8, HS  Reading, Math   Yes  Yes  Yes        FCAT Science  5, 8  Science  Yes  Yes  Georgia    Georgia Milestone Assessment End  of Grade  3‐8  Language Arts, Math, Science, Social  Studies  Yes  Yes  Yes        Georgia Milestone Assessment, EoC  HS  Algebra I, CCGPS Coordinate Algebra,  United States History,  Economics/Business/Free Enterprise,  Biology, Physical Science, Ninth  Grade Literature and Composition,  American Literature and  Composition, Geometry, Analytic  Geometry  Yes  Yes  Hawaii  Smarter Balanced Assessment  3‐8, 11  English Language Arts, Math  Yes  Yes  Yes        34 NCEO 6    State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  Hawaii    End of Course  EoC  Biology I (required). Algebra I,  Algebra II, and U.S. History are  optional.  Yes  Yes  Hawaii State Assessment in Science  4, 8  Science  Yes  Yes  Idaho  General Assessment  3‐8, HS  English Language Arts (ELA) and  Math(3‐8, HS), Science (5,7, HS)  Yes  Yes  Yes        Illinois  PARCC Assessment  3‐8, HS  English Language Arts, Math  Yes  Yes  Yes        Indiana  Indiana State‐wide Testing for  Education Progress‐ Plus (ISTEP+)  3‐8  English/Language Arts, Math, Science  (4,6), Social Studies (5,7)  Yes  Yes    Yes      End of Course Assessments (ECAs)  EoC  English 10, Algebra I, Biology I  No  Yes  Iowa  Iowa Assessment  3‐8,11  Reading, Math  Yes  Yes  Yes        Iowa Assessment Science  5,8,11  Science  Yes  Yes  Kansas  General Assessment  3‐8,10,  11  Reading, Math, Science (4,7,11) No  Science reported  Yes  Yes  Yes        Kentucky  Kentucky Performance Rating for  Educational Progress (K‐PREP)  3‐8,  10,11  Reading, Math, Science (4, 7), Social  Studies (5,8), Writing (5, 6, 8, 10, 11),  Language Mechanics (4, 6, 10)  Yes  Yes  Yes        End of Course  EoC  English II, Algebra II, Biology, US  History  Yes  Yes  Stanford Achievement Test 10 (part  of K‐PREP)  3‐8  Reading, Math (3‐8) Science (4,7),  Social Studies (5,8), Language  Mechanics (4,6)  Yes  Yes  Louisiana  PARCC general assessment  3 to 8  English/Language Arts, Math  No  No        X Not at  state  level  End of Course tests  EoC  English II, English III, Algebra I,  Geometry, Biology, US History  No  No  35 NCEO 7    State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  Maine  Smarter Balanced  3‐8, 3rd  year HS  Mathematics, ELA/Literacy  Yes  Yes  Yes        Maine Educational Assessment  (MEA) Science  5,8, 3rd  year HS  Science  Yes  Yes  Maryland  Maryland School Assessment (MSA)  5, 8  Science    Yes  Yes  Yes        PARCC Assessment  3 to 8,  10  English Language Arts, Math  Yes  Yes  High School Assessments (HSA)  EoC  Algebra/Data analysis, English,  Biology, Government  Yes  Yes  Massachusetts  Massachusetts Comprehensive  Assessment System (MCAS)  3‐8, 10  English/Language Arts, Math,   Yes  Yes  Yes        PARCC general assessment  3 to 8  English/Language Arts, Math (3 to 8),  Algebra I (8th grade)  Yes  Yes  STE MCAS Tests  5, 8, 9,  or 10  Science and Technology/Engineering  (single discipline tests in (Biology,  Chemistry, Intro Physics, and  Technology/ Engineering)  Yes  Yes  Michigan  Michigan Student Test of  Educational Progress (M‐STEP)  3‐8, 11   English Language Arts, Math, (3 to 8,  11), Science (4,7, 11), Social Studies  (5, 8, 11)  Yes  Yes  Yes        ACT  HS  English, Reading, Math, Science  Yes  Yes  Minnesota    Minnesota Comprehensive  Assessment (MCA) –III  3‐8, HS  Reading (3 to 8, 10), Math (3 to 8,  11), Science (5, 8, HS)  Yes  Yes  Yes        Mississippi    PARCC general assessment  3‐8  Language Arts, Math  No  No        X  Science Tests  5,8  Science  No  No  High school Subject Area Tests  EoC  Biology I, US History  No  No  36 NCEO 8    State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  Missouri  Grade‐Level Assessment  3‐8, HS  English Language Arts, Math, Science  (5,8), Social Studies (HS)  Yes  Yes  Yes        Online End of Course Assessments  EoC  English I and II, Algebra I and II,  Geometry,  Biology I, Physical  Science, American History,  Government  Yes  Yes  Montana  Smarter Balanced Assessment  3‐8, 11  English Language Arts, Math  No  No        X  Criterion Referenced Test Science  4, 8, 10  Science  No  No  Nebraska    Nebraska State Accountability   (NeSA)  3‐8, 11  Reading, Math , Science (5,8,11),  Writing (4, 8, 11)  Yes  Yes  Yes        Nevada    Criterion Referenced Test (CRT)  3‐8  Science (5,8) No Reading or Math  reported  Yes  Yes  Yes        High School Proficiency Exam  HS  Reading, Math, Science, Writing  Yes  Yes  New Hampshire  Smarter Balanced Assessment  3 to 8,  11  Reading, Math  Yes  Yes  Yes        New England Comprehensive  Assessment Program (NECAP)  4, 8, 11  Science  Yes  Yes  New Jersey    PARCC Assessment  3 to 8  English Language Arts, Math  Yes  Yes  Yes        PARCC High School Assessments  9 to 11  English Language Arts (9 to 11),  Algebra I, Algebra II, Geometry  Yes  Yes  New Mexico  PARCC Assessment  3‐8,10‐ 11  Reading, Math, Science (3, 7‐8, 11).  And High School SBA serves as  diploma also  No  Yes      Yes    Standards Based Assessment (SBA)  4, 7,  10‐11  Science  No  Yes  Standards Based Assessment  Spanish  4, 7,  10‐11  Reading  No  Yes  37 NCEO 9    State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  New York  New York State Testing Program  (NYSTP)  3‐8  English Language Arts, Math, Science  (4,8)  Yes  Yes  Yes        Common Core Regents  EoC  Algebra I, English Language Arts,  Geometry  Yes  Yes  Regents Competency Tests  EoC  Math, Science, Reading, Writing,  Global Studies, US History and  Government. Parts used for Title I  and Diploma.  Yes  Yes  Regents Exams  EoC  Comprehensive English, US History  &Gov’t, Global History & Geography,  Alg2/ Trig, Geometry,  Integ Alg,  Living Envt, Physical etting/Physics,  Physical Setting/ Chemistry, Physical  setting/Earth Science. Parts used for  Title I and Diploma.  Yes  Yes  North Carolina  End of Grade Multiple Choice Test  3‐8  Reading, Math, Science (5,8)  Yes  Yes  Yes        End of Course Multiple Choice  EOC  Math I, Biology, English II,   Yes  Yes  North Dakota  Smarter Balanced Assessment  3‐8, 11  English Language Arts, Math,   Yes  Yes  Yes        NDSA Science (DRC)  4, 8, 11  Science  Yes  Yes  Ohio  PARCC Assessment  3‐8  English Language Arts, Math  Yes  Yes  Yes        Ohio Graduation Tests (OGT)  HS  Reading, Math, Science, Social  Studies, Writing  Yes  Yes  Oklahoma            Oklahoma Core Curriculum Tests  (OCCT)  3‐8  Math, Reading, Science (5,8),  Geography (7), Social Studies (5), US  History (8), Writing (5,8) For Title I,  all used except for Geography, Social  Studies, History and Writing (partially  used for Title I)  No  No        X  38 NCEO 10    State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  Oklahoma    End of Instruction  EoI  ACE Algebra I, ACE Algebra II, ACE  Geometry, ACE English II, III (Writing  included), ACE Biology I,  ACE US  History. For Title I, all used except for  Alg II, Eng II, Geometry and US  History (partially used for Title I)  No  No  Oregon  Smarter Balanced Assessment  3‐8,11  English Language Arts, Math  Yes  Yes  Yes        Science Assessment  5, 8, 11  Science  Yes  Yes  Pennsylvania  Pennsylvania System of School  Assessment (PSSA)  3‐8  Reading, Math, Science (4,8,)   No  No        X  Keystone Exam  11  Algebra, Biology and Literature  No  No  Rhode Island  New England Education Assessment  Program (NECAP)  4, 8, 11  Science  Yes  Yes  Yes        PARCC Assessment  3‐8, 11  English Language Arts, Math,  Algebra, Geometry  Yes  Yes  South Carolina    Palmetto Assessment of State  Standards  3‐8  English Language Arts, Math, Science,  Social Studies, Writing (5, 8)  Yes  Yes  Yes        End of Course Examination   EoC  Algebra/Math for Technologies 2,  Biology/ Applied Biology 2, English 1,  US History and the Constitution  Yes  Yes  High School Assessment Program  Test  2nd year  HS  English Language Arts, Math  Yes  Yes  South Dakota            South Dakota State Test of  Educational Progress (DSTEP) and  Field Testing for Smarter Balanced  Assessment  5, 8, ,11  Science  Yes  Yes    Yes      Smarter Balanced Assessment  3 to 8  English Language Arts, Math  Yes  Yes  39 NCEO 11    State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  South Dakota  ACT  HS  English, Math  No  No  Tennessee    Criterion Referenced Academic  Achievement  3‐8  Math, Reading/ Language, Science  Yes  Yes  Yes        End of Course  EoC  Algebra I, Algebra II, English I, English  II, English III, US History, Biology,  Chemistry  Yes  Yes  Texas    State of Texas Assessments of  Academic Readiness (STAAR)  Includes Spanish versions   3‐8  Math, Reading, Writing (4,7), Science  (5,8) Social Studies (8)  Yes  Yes  Yes        STAAR EoC  EoC  Algebra I, Biology, English I, Reading,  English I Writing, US History  Yes  Yes  Utah    Student Assessment of Growth and  Excellence (SAGE)  3‐11  Language Arts, Math, Science  Yes  Yes  Yes        Vermont  Smarter Balanced Assessment  3‐8, 11  English Language Arts, Math  Yes  Yes  Yes        NECAP  4, 8, 11  Science  Yes  Yes  Virginia                    Standards of Learning (SOL)  3‐8  Reading, Math, Science (3,5,8),  History/Social Studies (3,5,8), Writing  (5,8)  Yes  Yes  Yes        Content Specific Test  3‐8  Reading, Math, History/Social  Science, Science  Yes  Yes  End of Course Test  EoC  Reading, Writing, Algebra I, II,  Geometry, Biology, Chemistry, Earth  Science, Virginia and US History,  World History I, II, World Geography,  US History to 1865, US History from  Yes  Yes  40 NCEO 12    State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  Virginia    1865 to present, Civics and  Economics, Virginia Studies  Washington    Smarter Balanced Assessment  3‐8, 11  English Language Arts, Math  Yes  Yes  Yes        Measurements of Student Progress  (MSP)  5, 8  Science  Yes  Yes  End of Course  EoC  Algebra 1/Integrated Math 1, Geo‐ metry/ Integrated Math 2, Biology ‐  part also not used for Title I. Biology  reported only.  Yes  Yes  West Virginia  West Virginia General Summative  Assessment (WVGSA}  3‐11  English Language Arts/Literacy, Math  Yes  Yes  Yes        Science  4, 6, 10  Science  Yes  Yes  Wisconsin  Badger Exam  3‐8   English Language Arts, Math  Yes  Yes  Yes        ACT Writing Plus  11  Reading, Math, Science, Writing  Yes  Yes  Wyoming  Proficiency Assessments for  Wyoming Students (PAWS)    3‐8, 11  Reading, Math, Science (4,8, 11)  Yes  Yes  Yes        Total Regular States (N=50)  40  4  1  5  Unique States  American Samoa  Stanford Achievement Test 10  Elem to  HS  Language Arts, Science, Math  Problem Solving, History, Social  Science  No  No        X  Bureau of Indian  Education  Individual state administered  assessments   Elem to  HS  By State: Langauge Arts, Reading,  Math, Science  No  No        X  Commonwealth  of Northern  Mariana Islands    ACT ASPIRE  3 to 10  English, Math, Reading, Science,  Writing  No  No        X  41 NCEO 13    State  Test  Grade  Subject Areas  Disaggregated Special Education Data on General Assessments  Used for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part. and  Perf.  Some  Tests    Perf.  Only  For All  Tests  No  Publicly  Reported  Data  Found  U.S.Department  of Defense Edu‐ cation Activity  No Assessments Used for Title I                No   Title I  Assmts.  District of  Columbia  PARCC Assessment  3‐8, HS  English Language Arts, Math  Yes  Yes  Yes        Federated States  of Micronesia  No Assessments Used for  Title I                 No Title I  Assmts.  Guam  Stanford Achievement Test, 10  1‐12   Reading (1,2), Math( 1,2), Science(1‐ 8) and Social Studies(1‐8), Following  are 9to 12: Anatomy and Physiology,  Biology, Chemistry, Physical Science,  Algebra 1 and 2, Geometry, US  Government, US History, World  History, Guam History, and  Geography. Results reported for  students with disabilities only for  Reading, Math and Science.  Yes  Yes  Yes        ACT ASPIRE  3 to 10  English, Reading, Math  Yes  Yes  Palau  No information found                No Info  Found  Puerto Rico  Puerto Rican Academic  Achievement Test  3‐8, 11  Spanish, English, Math, Science  (4,8,11)  No  No        X  Republic of  Marshall Islands  No Assessments Used for Title I                No Title I  Assmts.  U.S. Virgin Islands  Smarter Balanced Assessment  3‐8, 11  English Language Arts, Math  No  No        X  Total Unique States (N=11)*  2  0  0  9  Total Regular and Unique States (N=61)  42  4  1  14  Percent   69%  6%  2%  23%  42 NCEO Table B-2. Participation and Performance Data for Students with Disabilities, General Assessment Not Used for Title I Accountability, 2014-2015 State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests Per- form- ance Only For All Tests No Publicly Reported Data Found Regular States Alabama The ACT Plus Writing 11 English, Math, Reading, Sci- ence, Writing No No X Alaska No non-Title I assessments - - Yes Arizona No non-Title I assessments - - Yes Arkansas No non-Title I assessments - - Yes California No non-Title I assessments - - Yes Colorado No non-Title I assessments - - Yes Connecticut No non-Title I assessments - - Yes Delaware End of Course Exams EoC U.S. History (required), Biology, Algebra II, Inte- grated Mathematics III (not required) No No X Florida End of Course Assessment EoC Algebra I, Civics, U.S. His- tory, Biology I, Geometry No No X Georgia No non-Title I assessments - - Yes Hawaii End of Course EoC Algebra I, Algebra II, Biology I, Expository Writing I and/or U.S. History No No X Idaho Idaho Reading Indicator K-3 Reading No No X Illinois No non-Title I assessments - - Yes 43 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests Per- form- ance Only For All Tests No Publicly Reported Data Found Indiana Indiana Reading Evaluation and Determination (IREAD-3) 3 Reading No Yes Yes Iowa No non-Title I assessments - - Yes Kansas No non-Title I assessments - - Yes Kentucky Explore 8 English, Math, Reading, Science Yes Yes Yes PLAN 10 English, Math, Reading, Science Yes Yes ACT 11 English, Math, Reading, Science Yes Yes Louisiana ACT 12 English, Reading, Math, Science No No X Maine No non-Title I assessments - - Yes Maryland High School Assessments (HSA) EoC English, Algebra/Data Analy- sis, Biology, Government Yes Yes Yes Massachusetts No non-Title I assessments - - Yes Michigan No non-Title I assessments - - Yes Minnesota No non-Title I assessments - - Yes Mississippi No non-Title I assessments - - Yes Missouri No non-Title I assessments - - Yes Montana ACT Plus Writing HS Reading, Language, Math, Science, Writing No No X 44 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests Per- form- ance Only For All Tests No Publicly Reported Data Found Nebraska Iowa Test of Basic Skills (ITBS) 3-11 Reading, Math Yes Yes Yes National Assessment Instru- ment 2 to 12 Reading, Math Yes Yes Metropolitan Achievement Test 4, 8 Reading, Math Yes Yes Terra Nova 3-11 Reading, Math Yes Yes SAT 4, 5, 8 to 9 Reading, Math Yes Yes ACT ASPIRE 4, 8, 9, 10 Reading, Math Yes Yes ACT Explore 8 Math, Reading Yes Yes ACT PLAN 9 to 11 Math, Reading Yes Yes Nevada No non-Title I assessments - - Yes New Hampshire No non-Title I assessments - - Yes New Jersey No non-Title I assessments - - Yes New Mexico No non-Title I assessments - - Yes New York No non-Title I assessments - - Yes North Carolina ACT Benchmark 11 English, Math, Reading, Sci- ence, Writing. State requires taking in 11th grade. No No X North Dakota No non-Title I assessments - - Yes Ohio No non-Title I assessments - - Yes 45 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests Per- form- ance Only For All Tests No Publicly Reported Data Found Oklahoma Oklahoma Core Curriculum Tests (OCCT) 3 to 8 Math, Reading, Science (5,8), Geography (7), Social Studies (5), US History (8), Writing (5,8) For Title I, all used except for Geography, Social Studies, History and Writing No No X End of Instruction EoI ACE Algebra I, II, ACE Geometry, ACE English II, III, (writing included), ACE Biology I, ACE US History. For Title I, all used except for Alg II, Eng II, Geometry and US History No No Oregon No non-Title I assessments - - Yes Pennsylvania No non-Title I assessments - - Yes Rhode Island No non-Title I assessments - - Yes South Carolina ACT 3rd year in HS English Language Arts, Math Yes Yes Yes ACT Work Keys 3rd year in HS Reading for Information, Ap- plied Math, Locating Infor- mation Yes Yes ACT ASPIRE 3 to 8 English, Math, Reading, Writing Yes Yes South Dakota No non-Title I assessments - - Yes 46 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests Per- form- ance Only For All Tests No Publicly Reported Data Found Tennessee Writing 3-11 Writing No No X ACT PLAN, Exlore 8, 10 Reading, Math No No ACT HS English, Math, Reading, Sci- ence, Composite No No Texas Texas Assessment of Know- ledge and Skills (TAKS) 11, 12 (retest) English Language Arts, Math, Science, Social stud- ies Yes Yes Yes Utah K3 Reading Competency K to 3 Reading Yes Yes Yes Vermont No non-Title I assessments - - Yes Virginia No non-Title I assessments - - Yes Washington End of Course (partially) EoC Algebra 1/Integrated Math 1, Geometry/Integrated Math 2, Biology No No X High School Proficiency Exam HS Reading, Writing No No West Virginia SAT HS Critical Reading and Math No No X HEAP Health Assessment 6, 8, HS Health No No ACT Work Keys 12 Applied Math, Reading for Information, and Locating Information No No Global 21 Career/Technical Education (CTE) 9 - 12 Career/Technical Education No No ACT Explore, Plan 8, 10 English, Math, Reading, Science No No 47 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests Per- form- ance Only For All Tests No Publicly Reported Data Found Wisconsin ACT Work Keys 11 Applied Mathematics, Locat- ing Information, and Read- ing for Information No No X ACT ASPIRE 9, 10 Reading, Mathematics, Sci- ence, and Writing No No Wyoming ACT Explore, ACT Plan 9 English, Math, Reading, Science No No X Act Plus Writing or Work- keys (students have option in grades 11 and 12 to take Workkeys) 11, 12 English, math, Reading, Writing, Science No No Total Regular States (N=50) 29 6 0 1 14 Unique States American Samoa No non-Title I assessments - - Yes Bureau of Indian Education Unclear if any outside for states - - Yes Commonwealth of Northern Mari- ana Islands Standards Based Assess- ment 4, 6, 8, 9 to 12 Chamorro & Carolinian Language Heritage Studies (CCLHS) No No X End of Course EoC NMI History No No 48 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests Per- form- ance Only For All Tests No Publicly Reported Data Found U.S.Department of Defense Edu- cation Activity Terra Nova, Multiple Assess- ments, 3rd Edition 3 - 9 Reading/Language Arts, Mathematics, Science, So- cial Studies No No X SAT HS Critical Reading, Math, Writ- ing No No District of Columbia No non-Title I assessments - - Yes Federated States of Micro- nesia National Minimum Compe- tency Standard-Based Test (NMCT) 4, 6, 8, 10 Reading (6,8,10), Math (4,6,8,10) No No X Guam No non-Title I assessments - - Yes Palau No information found - - No Info. Found Puerto Rico No non-Title I assessments - - Yes Republic of Mar- shall Islands No information found - - No Info. Found U.S. Virgin Islands No non-Title I assessments - - Yes Total Unique States (N=11) 8 0 0 0 3 Total Regular and Unique States (N=61) 371 6 0 1 17 Percent * 60% 10% 0 2% 28% 1 Two of these states had no information found online. 49 NCEO Table B-3. Participation and Performance Data for Students with Disabilities, Alternate Assessments Based on Alternate Achievement Standards (AA- AAS) Used for Title I Accountability, 2014-2015 State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests Perf. Only No Alt. for Title I No Publicly Reported Data Found or No Info. Found Regular States Alabama Alabama Alternate Assess- ment (AAA) 3-8, 11 Reading, Math, Science (5,7) Yes Yes Yes Alaska Alaska Alternate Assessment 3-10 Reading, Writing, Math (3-10) Sci- ence (4,8,10) Yes Yes Yes Arizona NCSC 3 to 11 English Language Arts, Math Yes Yes Yes Arkansas NCSC 3 to 8, 11 English Language Arts, Math No No X Arkansas Alternate Portfolio 5, 7, 10 Science No No California California Alternate Assess- ment (CAA) 3- 8, 11 English Language Arts, Math Yes Yes Yes California Alternate Perfor- mance Assessment (CAPA) 5, 8, 10 Science Yes Yes Colorado Colorado Alternate Assess- ment (CoAlt) 5, 8 Science Yes Yes Yes DLM English Language Arts, Math No No Connecticut Skills Checklist 3-8 Access Skills, Math, Reading, Communication Yes Yes Yes NCSC 3 -8, 11 English Language Arts, Math Yes Yes Delaware Delaware Comprehensive As- sessment System (DCAS-Alt) 3-11 Reading, Math (3-11), Science (5,8,10), Social Studies (4,7,9) Yes Yes Yes Florida Florida Alternate Assessment (FAA) 3-8, HS Reading, Math Yes Yes Yes 50 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests Perf. Only No Alt. for Title I No Publicly Reported Data Found or No Info. Found Georgia Georgia Alternate Assess- ment 3-8, HS English/Language Arts, Math, Sci- ence, Social Studies Yes Yes Yes Hawaii Alternate Assessment 3-8, HS Reading, Math, Science (4,8,11) Yes Yes Yes Idaho ISAT Alternate Science 5, 7, 10 Science Yes Yes Yes NCSC 3-8, 11 English Language Arts, Math Yes Yes Illinois DLM 3-8,11 English Language Arts, Math Yes Yes Yes Indiana NCSC 3-8, HS English Language Arts, Math No No X Indiana Standards Tool for Alternate Reporting (ISTAR) 4 to 7 Science and Social Studies No No Iowa Iowa Alternate Assessment (IAA) 3-8,11 Reading, Math Yes Yes Yes Iowa Alternate Assessment (IAA) Science 5,8,11 Science No No Kansas DLM 3-8, 10, 11 Reading, Math, Science (4, 7, 10) Yes Yes Yes Kentucky Alternate Kentucky Perfor- mance Rating for Educational Progress (K-PREP) 3-12 Reading (3-9), Math (3-8,10), Writing (4,5,6, 8,10,11), Science (4,7,11), Social Studies (5,8,12) Yes Yes Yes Louisiana Louisiana Alternate Assess- ment 1. If different test, no information found 3-11 English/Language arts, Math, Science No No X Maine Maine Personalized Alter- nate Assessment Portfolio (MEPAAP) 5, 8, 3rd yr. HS Science Yes Yes Yes NCSC 3-8, 3rd yr. HS ELA/Literacy, Math Yes Yes 51 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests Perf. Only No Alt. for Title I No Publicly Reported Data Found or No Info. Found Maryland Alternate Maryland School Assessment (ALT-MSA) 3-8,10 Math, Reading, Science (5,8,10) Yes Yes Yes Massachu- setts Massachusetts Comprehen- sive Assessment System Alternate (MCAS-Alt) 3-10 English/Language Arts, Math, Sci- ence and Technology/ Engineer- ing (5, 8-10) Yes Yes Yes Michigan Michigan Access (MI-Access) Functional Independence 3-8, 11 English Language Arts, Math, Science (4, 7, 11), Social Studies (5, 8, 11) Yes Yes Yes Michigan Access (MI-Access) Supported Independence 3-8, 11 English Language Arts, Math, Sci- ence (4, 7 11) Yes Yes Michigan Access (MI-Access) Participation 3-8, 11 English Language Arts, Math, Sci- ence (4, 7, 11) Yes Yes Minnesota Minnesota Test of Academic Skills III (MTAS III) 3-8, HS Reading and Math, Science (5, 8, HS) Yes Yes Yes Mississippi DLM 3-8 Language Arts, Math, Science (5,8) No No X DLM HS Language Arts, Math, Science No No Missouri Missouri Assessment Pro- gram Alternate (MAP-A) 3-8, 10, 11 English Language Arts, (3 to 8, 11) Math (3 to 8, 10), Science (5, 8, 11) Yes Yes Yes Montana MSAA Alternate (NCSC as- sessment) 3-8, 11 English Language Arts, Math No No X Criterion Referenced Test (CRT) 4, 8.10 Science No No 52 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests Perf. Only No Alt. for Title I No Publicly Reported Data Found or No Info. Found Nebraska Alternate Assessments (NESA-M and NESA-AAM) 3-8, 11 Reading, Math, Science (5,8,11), Writing (8,11) Yes Yes Yes Nevada Nevada Alternate Assess- ment (NAA) 3-8, 11 Reading, Math, Yes Yes Yes Nevada Alternate Assess- ment (NAA) 8 Science (8), Writing (8) No No New Hamp- shire New Hampshire Alternate Learning Progression As- sessment (NH ALPS) 4, 8. 11 Science Yes Yes Yes DLM 3-8, 11 Reading, Math Yes Yes New Jersey Alternate Proficiency Assess- ment 4, 8, 11 Science Yes Yes Yes DLM 3-8, 11 Reading Math No No New Mexico NCSC 3-8, 11 English Language Arts, Math No Yes Yes Alternative Performance As- sessment (NMAPA) 4, 7, HS Science No Yes New York New York State Alternate As- sessment (NYSAA) 3-8, HS English Language Arts, Math, Science (4,8, HS), Social Studies (HS) Yes Yes Yes North Caro- lina North Carolina Extend 1 (NCEXTEND1) 3-8 Reading, Math, Science (5,8) Yes Yes Yes North Carolina Extend 1 (NCEXTEND1) 10 Math I, Biology, English II Yes Yes 53 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests Perf. Only No Alt. for Title I No Publicly Reported Data Found or No Info. Found North Da- kota North Dakota Alternate As- sessment 1 (NDAA1) 4, 8. 11 Science Yes Yes Yes DLM 3-8, 11 English Language Arts, Math Yes Yes Ohio Alternate Assessment for Students with Cognitive Dis- abilities (AASCD) 3-8 English/Language Arts, Math, Sci- ence (5,8) Yes Yes Yes Alternate Ohio Graduation Test (OGT-AASCD) HS English/Language Arts, Math, Sci- ence, Social Studies Yes Yes Oklahoma Oklahoma Alternate Assess- ment Program (OAAP) 3-8, EoI Math, Reading, Science (5,8), Geography, Social Studies, Writ- ing (5,8), Algebra I, English II/ Writing, Biology, US History (oth- ers if took Algebra II, Geometry, English III/ Writing) No No X Oregon Oregon Assessment of Knowledge and Skills (OAKS) Extended 3-8,11 Reading, Math, Science (5,8,11), Writing (11) Yes Yes Yes Pennsylva- nia Pennsylvania Alternate Sys- tem of Assessment (PASA) 3-8, 11 Reading, Math Yes Yes Yes Pennsylvania Alternate Sys- tem of Assessment (PASA) 4, 8, 11 Science No No Rhode Island Rhode Island Alternate As- sessment (RIAA) 4, 8, 11 Science No No Yes NCSC 3-8, 11 English Language Arts, Math Yes Yes 54 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests Perf. Only No Alt. for Title I No Publicly Reported Data Found or No Info. Found South Caro- lina South Carolina Alternate (SC- ALT) 4 to 8 Science, Social Studies Yes Yes Yes NCSC 3-8,11 English Language Arts, Math Yes Yes South Da- kota Dakota State Test of Edu- cational Progress Alternate (DSTEP A) 5, 8, 11 Science Yes Yes Yes NCSC 3-8, 11 English Language Arts, Math Yes Yes Tennessee Alternate Assessment (transi- tion to NCSC) 3-8, 11 English Language Arts, Math, Science No No X Texas State of Texas Assessments of Academic Readiness Alter- nate (STAARALT2) 3-8 Math, Reading, Writing (4,7), Sci- ence (5,8) Social Studies (8) Yes Yes Yes STAARALT2 End of Course (EoC) EoC English I, English II, Algebra I, Biology, US History Yes Yes Utah DLM 3-11 Language Arts, Math, and Sci- ence Yes Yes Yes Vermont Alternate Assessment 4, 8, 11 Science No No X DLM 3 to 11 English Language Arts, Math No No Virginia Virginia Alternate Assessment Portfolio (VAAP) 3-8 Reading, Math, History/Social Science, Science Yes Yes Yes Virginia Alternate Assess- ment Portfolio End of Course (VAAP EoC) EoC Reading, Math, History/Social Science, Science Yes Yes Washington WA-AIM Alternate Assess- ment 3-8, 11 English Language Arts, Math, Sci- ence (5, 8) Yes Yes Yes West Vir- ginia West Virginia Alternate Sum- mative Assessment 3-8, HS Reading, Math Yes Yes Yes 55 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests Perf. Only No Alt. for Title I No Publicly Reported Data Found or No Info. Found Wisconsin Wisconsin Alternate Assess- ment (WAA-SwD) 4, 8, 10 Science, Social Studies Yes Yes Yes DLM 3 to 11 English Language Arts, Math Yes Yes Wyoming Wy-ALT 3-8, HS English Language Arts, Math (3 to 8-11), Science (4, 8, 9 to 11) Yes Yes Yes Total Regular States (N=50) 35 6 1 8 Unique States American Samoa No information found No No No inform. found Bureau of Indian Edu- cation Merged with regular Elem to HS By state: Langauge Arts, Read- ing, Math, Science No No X Common- wealth of Northern Mariana Islands Multiple States Alternate As- sessment (MSAA) 3-8, 11 English Language Arts, Math No No X U.S. De- partment of Defense Education Activity DoDEA Alternate Assess- ment. No Alternate for Title I. K to 12 The Alternate Assessment is comprised of evidence of the stu- dent’s achievement, including but not limited to student work prod- ucts, interviews, photographs, videos, etc. No No X District of Columbia NCSC 3 to 8, HS English Language Arts, Math Yes Yes Yes 56 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests Perf. Only No Alt. for Title I No Publicly Reported Data Found or No Info. Found Federated States of Micronesia Alternate Assessment on Alternate Achievement Stan- dards. No Alternate for Title I. 6, 8, 10 Reading, Math, Science (8) No No X Guam NCSC and DoE Alt. Assmt 3-8, 11 English Language Arts, Math Doe Alternate 1,2, 9, 10 ELA, Math Yes Yes Yes Palau No information found No No No inform. found Puerto Rico Puerto Rico Alternate Assess- ment 3-8, 11 Spanish, English, Math, Science (4,8,11) No No X Republic of Marshall Islands No Alternate for Title I No No X U.S. Virgin Islands Alternate Assessment 3-8, 11 English Language Arts. Math No No X Total Unique States (N=11) 2 0 0 0 61 Total Regular and Unique States (N=61) 37 6 1 3 141 Percent 60% 10% 2% 5% 23% 1 Two of these states had no AA-AAS information found. 57 NCEO Table B-4. Participation and Performance Data for English Learners (ELs) with Disabilities, General Assessments Used for Title I Accountability, 2014- 2015 State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Regular States Alabama ACT Aspire 3 to 8, 10-11 Reading, Math, Sci- ence (5, 7) No No X ACT Plan 10 English, Math, Sci- ence No No Alaska Alaska Measures of Progress (AMP) 3 to 10 English Language Arts, Math No No X Standards Based Assessments 4, 8, 10 Science No No Arizona Arizona’s Instrument to Measure Stan- dards (AIMS and AIMS HS) 4, 8, HS Science No No X AZMerit 3 to 11, EoC Alg I, Alg II, Geom- etry, Math, English Language Arts No No Arkansas Augmented Benchmark Exams (ABE) 5, 7 Science No No X PARCC Assessment 3 to 8 Math, Literacy No No End of Course Exams EoC Biology No No California California Standards Test Scores (CST) 5, 8, 10 Science No No X Smarter Balanced Summative 2-11 English Language Arts, Math No No 58 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Colorado PARCC Assessment 3 to 11, EoC Reading (3-11), Math (3-8 and Alg.I, Geom., Integ. I, Integ. II, Integ. III) No No X Colorado Measures of Academic Suc- cess 4-5, 7-8 Science (5,8), Social Studies (4,7) No No Connecticut Smarter Balanced Assessments 3 to 8, 11 English Language Arts, Math No No X Connecticut Academic Performance Test 10 Science No No Connecticut Mastery Test (CMT) 5, 8 Science No No Delaware Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No X Delaware Comprehensive Assessment Systems (DCAS) 4-5, 7-8, 10 Social Studies (4,7), Science (5,8,10) No No Florida Florida Standards Assessment 3-8, HS Reading, Math No No X FCAT Science 5, 8 Science No No 59 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Georgia Georgia Milestone Assessment End of Grade 3-8 Language Arts, Math, Science, So- cial Studies No No X Georgia Milestone Assessment, EoC HS Algebra I, CCGPS Coordinate Alge- bra, United States History, Economics/ Business/Free Enter- prise, Biology, Physi- cal Science, Ninth Grade Literature and Composition, American Literature and Composition, Geometry, Analytic Geometry No No Hawaii Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No X End of Course EoC Biology I (required). Algebra I, Algebra II, and U.S. History are optional. No No Hawaii State Assessment in Science 4, 8 Science No No Idaho General Assessment 3-8, HS English Language Arts (ELA) and Math(3-8, HS), Sci- ence (5,7, HS) No No X 60 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Illinois PARCC Assessment 3-8, HS English Language Arts, Math No No X Indiana Indiana State-wide Testing for Education Progress- Plus (ISTEP+) 3-8 English/Language Arts, Math, Science (4,6), Social Studies (5,7) No No X End of Course Assessments (ECAs) EoC English 10, Algebra I, Biology I No No Iowa Iowa Assessment 3-8,11 Reading, Math No No X Iowa Assessment Science 5,8,11 Science No No Kansas General Assessment 3-8,10, 11 Reading, Math, Science (4,7,11) No Science reported No No X Kentucky Kentucky Performance Rating for Edu- cational Progress (K-PREP) 3-8, 10,11 Reading, Math, Sci- ence (4, 7), Social Studies (5,8), Writing (5, 6, 8, 10, 11), Lan- guage Mechanics (4, 6, 10) No No X End of Course EoC English II, Algebra II, Biology, US History No No Stanford Achievement Test 10 (part of K-PREP) 3-8 Reading, Math (3- 8) Science (4,7), Social Studies (5,8), Language Mechan- ics (4,6) No No 61 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Louisiana PARCC general assessment 3 to 8 English/Language Arts, Math No No X End of Course tests EoC English II, English III, Algebra I, Geometry, Biology, US History No No Maine Smarter Balanced 3-8, 3rd year HS Mathematics, ELA/ Literacy No No X Maine Educational Assessment (MEA) Science 5,8, 3rd year HS Science No No Maryland Maryland School Assessment (MSA) 5, 8 Science No No X PARCC Assessment 3 to 8, 10 English Language Arts, Math No No High School Assessments (HSA) EoC Algebra/Data analy- sis, English, Biology, Government No No Massachu- setts Massachusetts Comprehensive Assess- ment System (MCAS) 3-8, 10 English/Language Arts, Math, No No X PARCC general assessment 3 to 8 English/Language Arts, Math (3 to 8), Algebra I (8th grade) No No STE MCAS Tests 5, 8, 9, or 10 Science and Tech- nology/Engineering (single discipline tests in (Biology, Chemistry, Intro Physics, and Tech- nology/ Engineering) No No 62 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Michigan Michigan Student Test of Educational Progress (M-STEP) 3-8, 11 English Language Arts, Math, (3 to 8, 11), Science (4,7, 11), Social Studies (5, 8, 11) No No X ACT HS English, Reading, Math, Science No No Minnesota Minnesota Comprehensive Assessment (MCA) –III 3-8, HS Reading (3 to 8, 10), Math (3 to 8, 11), Science (5, 8, HS) Yes Yes Yes Mississippi PARCC general assessment 3-8 Language Arts, Math No No X Science Tests 5,8 Science No No High school Subject Area Tests EoC Biology I, US History No No Missouri Grade-Level Assessment 3-8, HS English Language Arts, Math, Science (5,8), Social Studies (HS) No No X Online End of Course Assessments EoC English I and II, Algebra I and II, Geometry, Biology I, Physical Science, American History, Government No No Montana Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No X Criterion Referenced Test Science 4, 8, 10 Science No No 63 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Nebraska Nebraska State Accountability (NeSA) 3-8, 11 Reading, Math , Science (5,8,11), Writing (4, 8, 11) No No X Nevada Criterion Referenced Test (CRT) 3-8 Science (5,8) No Reading or Math reported Yes Yes Yes High School Proficiency Exam HS Reading, Math, Sci- ence, Writing Yes Yes New Hamp- shire Smarter Balanced Assessment 3 to 8, 11 Reading, Math No No X New England Comprehensive Assess- ment Program (NECAP) 4, 8, 11 Science No No New Jersey PARCC Assessment 3 to 8 English Language Arts, Math No No X PARCC High School Assessments 9 to 11 English Language Arts (9 to 11), Al- gebra I, Algebra II, Geometry No No New Mexico PARCC Assessment 3-8,10- 11 Reading, Math, Sci- ence (3, 7-8, 11). And High School SBA serves as di- ploma also No No X Standards Based Assessment (SBA) 4, 7, 10-11 Science No No Standards Based Assessment Spanish 4, 7, 10-11 Reading No No 64 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found New York New York State Testing Program (NYSTP) 3-8 English Language Arts, Math, Science (4,8) No No X Common Core Regents EoC Algebra I, English Language Arts, Ge- ometry No No Regents Competency Tests EoC Math, Science, Reading, Writing, Global Studies, US History and Govern- ment. Parts used for Title I and Diploma. No No Regents Exams EoC Comprehensive English, US History &Gov’t, Global His- tory & Geography, Alg2/ Trig, Geometry, Integ Alg, Living Envt, Physical etting/ Physics, Physical Setting/ Chemistry, Physical setting/ Earth Science. Parts used for Title I and Diploma. No No North Carolina End of Grade Multiple Choice Test 3-8 Reading, Math, Sci- ence (5,8) No No X End of Course Multiple Choice EOC Math I, Biology, Eng- lish II, No No 65 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found North Dakota Smarter Balanced Assessment 3-8, 11 English Language Arts, Math, No No X NDSA Science (DRC) 4, 8, 11 Science No No Ohio PARCC Assessment 3-8 English Language Arts, Math No No X Ohio Graduation Tests (OGT) HS Reading, Math, Sci- ence, Social Studies, Writing No No 66 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Oklahoma Oklahoma Core Curriculum Tests (OCCT) 3-8 Math, Reading, Sci- ence (5,8), Geog- raphy (7), Social Studies (5), US His- tory (8), Writing (5,8) For Title I, all used except for Geogra- phy, Social Studies, History and Writing (partially used for Title I)X No No X End of Instruction EoI ACE Algebra I, ACE Algebra II, ACE Ge- ometry, ACE English II, III (Writing in- cluded), ACE Biology I, ACE US History. For Title I, all used except for Alg II, Eng II, Geometry and US History (partially used for Title I) No No Oregon Smarter Balanced Assessment 3-8,11 English Language Arts, Math No No X Science Assessment 5, 8, 11 Science No No Pennsylvania Pennsylvania System of School Assess- ment (PSSA) 3-8 Reading, Math, Sci- ence (4,8,) No No X Keystone Exam 11 Algebra, Biology and Literature No No 67 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Rhode Island New England Education Assessment Program (NECAP) 4, 8, 11 Science No No X PARCC Assessment 3-8, 11 English Language Arts, Math, Algebra, Geometry No No South Caro- lina Palmetto Assessment of State Stan- dards 3-8 English Language Arts, Math, Science, Social Studies, Writ- ing (5, 8) No No X End of Course Examination EoC Algebra/Math for Technologies 2, Biology/ Applied Biology 2, English 1, US History and the Constitution No No High School Assessment Program Test 2nd year HS English Language Arts, Math No No South Dakota South Dakota State Test of Educational Progress (DSTEP) and Field Testing for Smarter Balanced Assessment 5, 8, ,11 Science No No X Smarter Balanced Assessment 3 to 8 English Language Arts, Math No No ACT HS English, Math No No 68 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Tennessee Criterion Referenced Academic Achieve- ment 3-8 Math, Reading/ Lan- guage, Science No No X End of Course EoC Algebra I, Algebra II, English I, English II, English III, US His- tory, Biology, Chem- istry No No Texas State of Texas Assessments of Academ- ic Readiness (STAAR) Includes Spanish versions 3-8 Math, Reading, Writ- ing (4,7), Science (5,8) Social Studies (8) No No X STAAR EoC EoC Algebra I, Biology, English I, Reading, English I Writing, US History No No Utah Student Assessment of Growth and Excellence (SAGE) 3-11 Language Arts, Math, Science No No X Vermont Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No X NECAP 4, 8, 11 Science No No 69 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found Virginia Standards of Learning (SOL) 3-8 Reading, Math, Sci- ence (3,5,8), His- tory/Social Studies (3,5,8), Writing (5,8) Yes Yes Yes Content Specific Test 3-8 Reading, Math, His- tory/Social Science, Science Yes Yes End of Course Test EoC Reading, Writing, Al- gebra I, II, Geometry, Biology, Chemistry, Earth Science, Vir- ginia and US History, World History I, II, World Geography, US History to 1865, US History from 1865 to present, Civ- ics and Economics, Virginia Studies Yes Yes Washington Smarter Balanced Assessment 3-8, 11 English Language Arts, Math No No X Measurements of Student Progress (MSP) 5, 8 Science No No End of Course EoC Algebra 1/Integrated Math 1, Geo-metry/ Integrated Math 2, Biology - part also not used for Title I. Biology reported only. No No 70 NCEO State Test Grade Subject Areas Disaggregated Data for ELs with Disabilities for General Assess- ments Used for Title I Partici- pation Perform- ance Reporting Summary By State Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Used for Title I No Inform- ation on Assmts. Found No Publicly Reported Data Found West Virginia West Virginia General Summative As- sessment (WVGSA} 3-11 English Language Arts/Literacy, Math No No X Science 4, 6, 10 Science No No Wisconsin Badger Exam 3-8 English Language Arts, Math No No X ACT Writing Plus 11 Reading, Math, Sci- ence, Writing No No Wyoming Proficiency Assessments for Wyoming Students (PAWS) 3-8, 11 Reading, Math, Sci- ence (4,8, 11) No No X Total Regular States (N=50) 3 0 0 0 47 71 NCEO State  Test  Grade  Subject Areas  Disaggregated Data for ELs with Disabilities for General Assessments Used  for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part.  and  Perf.  Some  Tests    No  Assmt.  Used  for  Title I  No  Inform‐ ation on  Assmts.  Found  No  Publicly  Reported  Data  Found  Unique States      American Samoa  Stanford Achievement Test 10  Elem to  HS  Language Arts, Science,  Math Problem Solving,  History, Social Science  No  No          X  Bureau of Indian  Education  Individual state administered  assessments   Elem to  HS  By State: Langauge Arts,  Reading, Math, Science  No  No          X  Commonwealth  of Northern  Mariana Islands    ACT ASPIRE  3 to 10  English, Math, Reading,  Science, Writing  No  No          X  U.S.Department  of Defense Edu‐ cation Activity  No Assessments Used for Title I              X      District of  Columbia  PARCC Assessment  3‐8, HS  English Language Arts,  Math  No  No          X  Federated States  of Micronesia  No Assessments Used for  Title I               X      Guam                    Stanford Achievement Test, 10  1‐12   Reading (1,2), Math( 1,2),  Science(1‐8) and Social  Studies(1‐8), Following  are 9to 12: Anatomy and  Physiology, Biology,  Chemistry, Physical  Science, Algebra 1 and 2,  Geometry, US  Government, US History,  World History, Guam  No  No          X  72 NCEO State  Test  Grade  Subject Areas  Disaggregated Data for ELs with Disabilities for General Assessments Used  for Title I  Partici‐ pation  Perform‐ ance  Reporting Summary By State  Part.  and  Perf. All  Tests    Part.  and  Perf.  Some  Tests    No  Assmt.  Used  for  Title I  No  Inform‐ ation on  Assmts.  Found  No  Publicly  Reported  Data  Found  Guam  History, and Geography.  Results reported for  students with disabilities  only for Reading, Math  and Science.  ACT ASPIRE  3 to 10  English, Reading, Math  No  No  Palau  No information found                X    Puerto Rico  Puerto Rican Academic  Achievement Test  3‐8, 11  Spanish, English, Math,  Science (4,8,11)  No  No          X  Republic of  Marshall Islands  No Assessments Used for Title I              X      U.S. Virgin Islands  Smarter Balanced Assessment  3‐8, 11  English Language Arts,  Math  No  No          X  Total Unique States (N=11)*  0  0  3  1  7  Total Regular and Unique States (N=61)  3  0  3  1  54  Percent   5%  0%  5%  2%  88%          73 NCEO Table B-5. Participation and Performance Data for English Language Learners (ELLs) with Disabilities, General Assessments Not Used for Title I Accountability, 2014-2015 State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Infor- mation Found No Publicly Report- ed Data Found Regular States Alabama The ACT Plus Writing 11 English, Math, Reading, Sci- ence, Writing No No X Alaska No non-Title I assessments - - Yes Arizona No non-Title I assessments - - Yes Arkansas No non-Title I assessments - - Yes California No non-Title I assessments - - Yes Colorado No non-Title I assessments - - Yes Connecticut No non-Title I assessments - - Yes Delaware End of Course Exams EoC U.S. History (required), Biol- ogy, Algebra II, Integrated Mathematics III (not required) No No X Florida End of Course Assessment EoC Algebra I, Civics, U.S. History, Biology I, Geometry No No X Georgia No non-Title I assessments - - Yes Hawaii End of Course EoC Algebra I, Algebra II, Biology I, Expository Writing I and/or U.S. History No No X Idaho Idaho Reading Indicator K-3 Reading No No X Illinois No non-Title I assessments - - Yes 74 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Infor- mation Found No Publicly Report- ed Data Found Indiana Indiana Reading Evaluation and Determination (IREAD-3) 3 Reading No No X Iowa No non-Title I assessments - - Yes Kansas No non-Title I assessments - - Yes Kentucky Explore 8 English, Math, Reading, Sci- ence No No X PLAN 10 English, Math, Reading, Sci- ence No No ACT 11 English, Math, Reading, Sci- ence No No Louisiana ACT 12 English, Reading, Math, Sci- ence No No X Maine No non-Title I assessments - - Yes Maryland High School Assessments (HSA) EoC English, Algebra/Data Analy- sis, Biology, Government No No X Massachusetts No non-Title I assessments - - Yes Michigan No non-Title I assessments - - Yes Minnesota No non-Title I assessments - - Yes Mississippi No non-Title I assessments - - Yes Missouri No non-Title I assessments - - Yes Montana ACT Plus Writing HS Reading, Language, Math, Science, Writing No No X 75 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Infor- mation Found No Publicly Report- ed Data Found Nebraska Iowa Test of Basic Skills (ITBS) 3-11 Reading, Math No No X National Assessment Instru- ment 2 to 12 Reading, Math No No Metropolitan Achievement Test 4, 8 Reading, Math No No Terra Nova 3-11 Reading, Math No No SAT 4, 5, 8 to 9 Reading, Math No No ACT ASPIRE 4, 8, 9, 10 Reading, Math No No ACT Explore 8 Math, Reading No No ACT PLAN 9 to 11 Math, Reading No No Nevada No non-Title I assessments - - Yes New Hampshire No non-Title I assessments - - Yes New Jersey No non-Title I assessments - - Yes New Mexico No non-Title I assessments - - Yes New York No non-Title I assessments - - Yes North Carolina ACT Benchmark 11 English, Math, Reading, Sci- ence, Writing. State requires taking in 11th grade. No No X North Dakota No non-Title I assessments - - Yes Ohio No non-Title I assessments - - Yes 76 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Infor- mation Found No Publicly Report- ed Data Found Oklahoma Oklahoma Core Curriculum Tests (OCCT) 3 to 8 Math, Reading, Science (5,8), Geography (7), Social Stud- ies (5), US History (8), Writ- ing (5,8) For Title I, all used except for Geography, Social Studies, History and Writing No No X End of Instruction EoI ACE Algebra I, II, ACE Geom- etry, ACE English II, III, (writ- ing included), ACE Biology I, ACE US History. For Title I, all used except for Alg II, Eng II, Geometry and US History No No Oregon No non-Title I assessments - - Yes Pennsylvania No non-Title I assessments - - Yes Rhode Island No non-Title I assessments - - Yes South Carolina ACT 3rd year in HS English Language Arts, Math No No X ACT Work Keys 3rd year in HS Reading for Information, Ap- plied Math, Locating Informa- tion No No ACT ASPIRE 3 to 8 English, Math, Reading, Writ- ing No No South Dakota No non-Title I assessments - - Yes Tennessee Writing 3-11 Writing No No X ACT PLAN, Exlore 8, 10 Reading, Math No No ACT HS English, Math, Reading, Sci- ence, Composite No No 77 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Infor- mation Found No Publicly Report- ed Data Found Texas Texas Assessment of Know- ledge and Skills (TAKS) 11, 12 (retest) English Language Arts, Math, Science, Social studies Yes Yes Yes Utah K3 Reading Competency K to 3 Reading No No X Vermont No non-Title I assessments - - Yes Virginia No non-Title I assessments - - Yes Washington End of Course (partially) EoC Algebra 1/Integrated Math 1, Geometry/Integrated Math 2, Biology No No X High School Proficiency Exam HS Reading, Writing No No West Virginia SAT HS Critical Reading and Math No No X HEAP Health Assessment 6, 8, HS Health No No ACT Work Keys 12 Applied Math, Reading for Information, and Locating Information No No Global 21 Career/Technical Education (CTE) 9 - 12 Career/Technical Education No No ACT Explore, Plan 8, 10 English, Math, Reading, Sci- ence No No Wisconsin ACT Work Keys 11 Applied Mathematics, Locat- ing Information, and Reading for Information No No X ACT ASPIRE 9, 10 Reading, Mathematics, Sci- ence, and Writing No No 78 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Infor- mation Found No Publicly Report- ed Data Found Wyoming ACT Explore, ACT Plan 9 English, Math, Reading, Sci- ence No No X Act Plus Writing or Work- keys (students have option in grades 11 and 12 to take Workkeys) 11, 12 English, math, Reading, Writ- ing, Science No No Total Regular States (N=50) 29 1 0 0 20 Unique States American Samoa No non-Title I assessments - - Yes Bureau of Indian Education Unclear if any outside for states - - Yes Commonwealth of Northern Mari- ana Islands Standards Based Assess- ment 4, 6, 8, 9 to 12 Chamorro & Carolinian Language Heritage Studies (CCLHS) No No X End of Course EoC NMI History No No U.S.Department of Defense Edu- cation Activity Terra Nova, Multiple Assess- ments, 3rd Edition 3 - 9 Reading/Language Arts, Mathematics, Science, Social Studies No No X SAT HS Critical Reading, Math, Writing No No District of Colum- bia No non-Title I assessments - - Yes 79 NCEO State Test Grade Subject Areas Disaggregated Special Education Data on General Assessments Not Used for Title I Partici- pation Perform- ance Reporting Summary By State All Used for Title I Part. and Perf. All Tests Part. and Perf. Some Tests No Assmt. Infor- mation Found No Publicly Report- ed Data Found Federated States of Micronesia National Minimum Compe- tency Standard-Based Test (NMCT) 4, 6, 8, 10 Reading (6,8,10), Math (4,6,8,10) No No X Guam No non-Title I assessments - - Yes Palau No information found - - X Puerto Rico No non-Title I assessments - - Yes Republic of Mar- shall Islands No information found - - X U.S. Virgin Islands No non-Title I assessments - - Yes Total Unique States (N=11) 6 0 0 2 3 Total Regular and Unique States (N=61) 35 1 0 2 23 Percent * 57% 2% 0 3% 38% 80 NCEO Table B-6. Participation and Performance Data for English Learners (ELs) with Disabilities, Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) Used for Title I Accountability, 2014-2015 State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests No Alt. for Title I No Alt. Inform. Found No Publicly Reported Data Found Regular States Alabama Alabama Alternate Assess- ment (AAA) 3-8, 11 Reading, Math, Science (5,7) Yes Yes Yes Alaska Alaska Alternate Assessment 3-10 Reading, Writing, Math (3-10) Science (4,8,10) Yes Yes Yes Arizona NCSC 3 to 11 English Language Arts, Math No No X Arkansas NCSC 3 to 8, 11 English Language Arts, Math No No X Arkansas Alternate Portfolio 5, 7, 10 Science No No California California Alternate Assess- ment (CAA) 3- 8, 11 English Language Arts, Math No No Yes California Alternate Perfor- mance Assessment (CAPA) 5, 8, 10 Science Yes Yes Colorado Colorado Alternate Assess- ment (CoAlt) 5, 8 Science Yes Yes Yes DLM English Language Arts, Math No No Connecticut Science Alternate Unclear Science No No Yes NCSC 3 -8, 11 English Language Arts, Math Yes Yes Delaware Delaware Comprehensive As- sessment System (DCAS-Alt) 3-11 Reading, Math (3-11), Science (5,8,10), Social Studies (4,7,9) Yes Yes Yes Florida Florida Alternate Assessment (FAA) 3-8, HS Reading, Math No No X Georgia Georgia Alternate Assessment 3-8, HS English/Language Arts, Math, Science, Social Studies Yes Yes Yes 81 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests No Alt. for Title I No Alt. Inform. Found No Publicly Reported Data Found Hawaii Alternate Assessment 3-8, HS Reading, Math, Science (4,8,11) No No X Idaho ISAT Alternate Science 5, 7, 10 Science No No X NCSC 3-8, 11 English Language Arts, Math No No Illinois DLM 3-8,11 English Language Arts, Math Yes Yes Yes Indiana NCSC 3-8, HS English Language Arts, Math No No X Indiana Standards Tool for Alternate Reporting (ISTAR) 4 to 7 Science and Social Studies No No Iowa Iowa Alternate Assessment (IAA) 3-8,11 Reading, Math No No X Iowa Alternate Assessment (IAA) Science 5,8,11 Science No No Kansas DLM 3-8, 10, 11 Reading, Math, Science (4, 7, 10) No No X Kentucky Alternate Kentucky Perfor- mance Rating for Educational Progress (K-PREP) 3-12 Reading (3-9), Math (3-8,10), Writing (4,5,6, 8,10,11), Sci- ence (4,7,11), Social Studies (5,8,12) No No X Louisiana Louisiana Alternate Assess- ment 1. If different test, no information found 3-11 English/Language arts, Math, Science No No X Maine Maine Personalized Alter- nate Assessment Portfolio (MEPAAP) 5, 8, 3rd yr. HS Science No No X NCSC 3-8, 3rd yr. HS ELA/Literacy, Math No No 82 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests No Alt. for Title I No Alt. Inform. Found No Publicly Reported Data Found Maryland Alternate Maryland School As- sessment (ALT-MSA) 3-8,10 Math, Reading, Science (5,8,10) Yes Yes Yes Massachu- setts Massachusetts Comprehen- sive Assessment System Alternate (MCAS-Alt) 3-10 English/Language Arts, Math, Science and Technology/ Engi- neering (5, 8-10) No No X Michigan Michigan Access (MI-Access) Functional Independence 3-8, 11 English Language Arts, Math, Science (4, 7, 11), Social Stud- ies (5, 8, 11) Yes Yes Yes Michigan Access (MI-Access) Supported Independence 3-8, 11 English Language Arts, Math, Science (4, 7 11) Yes Yes Michigan Access (MI-Access) Participation 3-8, 11 English Language Arts, Math, Science (4, 7, 11) Yes Yes Minnesota Minnesota Test of Academic Skills III (MTAS III) 3-8, HS Reading and Math, Science (5, 8, HS) Yes Yes Yes Mississippi DLM 3-8 Language Arts, Math, Science (5,8) No No X DLM HS HS Language Arts, Math, Science No No Missouri Missouri Assessment Program Alternate (MAP-A) 3-8, 10, 11 English Language Arts, (3 to 8, 11) Math (3 to 8, 10), Science (5, 8, 11) No No X Montana MSAA Alternate (NCSC as- sessment) 3-8, 11 English Language Arts, Math No No X Criterion Referenced Test (CRT) 4, 8.10 Science No No Nebraska Alternate Assessments (NESA-M and NESA-AAM) 3-8, 11 Reading, Math, Science (5,8,11), Writing (8,11) No No X 83 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests No Alt. for Title I No Alt. Inform. Found No Publicly Reported Data Found Nevada Nevada Alternate Assessment (NAA) 3-8, 11 Reading, Math, Yes Yes Yes Nevada Alternate Assessment (NAA) 8 Science (8), Writing (8) No No New Hamp- shire New Hampshire Alternate Learning Progression Assess- ment (NH ALPS) 4, 8. 11 Science No No X DLM 3-8, 11 Reading, Math No No New Jersey Alternate Proficiency Assess- ment 4, 8, 11 Science Yes Yes Yes DLM 3-8, 11 Reading Math No No New Mexico NCSC 3-8, 11 English Language Arts, Math No No X Alternative Performance As- sessment (NMAPA) 4, 7, HS Science No No New York New York State Alternate As- sessment (NYSAA) 3-8, HS English Language Arts, Math, Science (4,8, HS), Social Stud- ies (HS) No No X North Caro- lina North Carolina Extend 1 (NCEXTEND1) 3-8 Reading, Math, Science (5,8) Yes Yes Yes North Carolina Extend 1 (NCEXTEND1) 10 Math I, Biology, English II Yes Yes North Dakota North Dakota Alternate As- sessment 1 (NDAA1) 4, 8. 11 Science No No X DLM 3-8, 11 English Language Arts, Math No No 84 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests No Alt. for Title I No Alt. Inform. Found No Publicly Reported Data Found Ohio Alternate Assessment for Students with Cognitive Dis- abilities (AASCD) 3-8 English/Language Arts, Math, Science (5,8) Yes Yes Yes Alternate Ohio Graduation Test (OGT-AASCD) HS English/Language Arts, Math, Science, Social Studies Yes Yes Oklahoma Oklahoma Alternate Assess- ment Program (OAAP) 3-8, EoI Math, Reading, Science (5,8), Geography, Social Studies, Writing (5,8), Algebra I, English II/ Writing, Biology, US History (others if took Algebra II, Ge- ometry, English III/ Writing) No No X Oregon Oregon Assessment of Knowledge and Skills (OAKS) Extended 3-8,11 Reading, Math, Science (5,8,11), Writing (11) No No X Pennsylvania Pennsylvania Alternate Sys- tem of Assessment (PASA) 3-8, 11 Reading, Math Yes Yes Yes Pennsylvania Alternate Sys- tem of Assessment (PASA) 4, 8, 11 Science No No Rhode Island Rhode Island Alternate As- sessment (RIAA) 4, 8, 11 Science No No X NCSC 3-8, 11 English Language Arts, Math No No South Caro- lina South Carolina Alternate (SC- ALT) 4 to 8 Science, Social Studies No No X NCSC 3-8,11 English Language Arts, Math No No South Dakota Dakota State Test of Edu- cational Progress Alternate (DSTEP A) 5, 8, 11 Science No No X NCSC 3-8, 11 English Language Arts, Math No No 85 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests No Alt. for Title I No Alt. Inform. Found No Publicly Reported Data Found Tennessee Alternate Assessment (transi- tion to NCSC) 3-8, 11 English Language Arts, Math, Science No No X Texas State of Texas Assessments of Academic Readiness Alternate (STAARALT2) 3-8 Math, Reading, Writing (4,7), Science (5,8) Social Studies (8) Yes Yes Yes STAARALT2 End of Course (EoC) EoC English I, English II, Algebra I, Biology, US History Yes Yes Utah DLM 3-11 Language Arts, Math, and Sci- ence No No X Vermont Alternate Assessment 4, 8, 11 Science No No X DLM 3 to 11 English Language Arts, Math No No Virginia Virginia Alternate Assessment Portfolio (VAAP) 3-8 Reading, Math, History/Social Science, Science Yes Yes Yes Virginia Alternate Assessment Portfolio End of Course (VAAP EoC) EoC Reading, Math, History/Social Science, Science Yes Yes Washington WA-AIM Alternate Assessment 3-8, 11 English Language Arts, Math, Science (5, 8) No No X West Virginia West Virginia Alternate Sum- mative Assessment 3-8, HS Reading, Math No No X Wisconsin Wisconsin Alternate Assess- ment (WAA-SwD) 4, 8, 10 Science, Social Studies No No X DLM 3 to 11 English Language Arts, Math No No Wyoming Wy-ALT 3-8, HS English Language Arts, Math (3 to 8-11), Science (4, 8, 9 to 11) No No X Total Regular States (N=50) 12 6 0 0 32 86 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests No Alt. for Title I No Alt. Inform. Found No Publicly Reported Data Found Unique States American Samoa No information found No No X Bureau of Indian Educa- tion Merged with regular Elem to HS By state: Langauge Arts, Read- ing, Math, Science No No X Common- wealth of Northern Mariana Islands Multiple States Alternate As- sessment (MSAA) 3-8, 11 English Language Arts, Math No No X U.S. Depart- ment of De- fense Educa- tion Activity DoDEA Alternate Assessment. No Alternate for Title I. K to 12 The Alternate Assessment is comprised of evidence of the student’s achievement, includ- ing but not limited to student work products, interviews, photographs, videos, etc. No No X District of Columbia NCSC 3 to 8, HS English Language Arts, Math No No X Federated States of Mi- cronesia Alternate Assessment on Alternate Achievement Stan- dards. No Alternate for Title I. 6, 8, 10 Reading, Math, Science (8) No No X Guam NCSC and DoE Alt. Assmt 3-8, 11 English Language Arts, Math Doe Alternate 1,2, 9, 10 ELA, Math No No X Palau No information found No No X 87 NCEO State Test Grade Subject Areas Disaggregated Special Education Data For AA-AAS Used for Title I Partici- pation Perform- ance Summary by State Partic. And Perf. For All Tests Partic. And Perf. For Some Tests No Alt. for Title I No Alt. Inform. Found No Publicly Reported Data Found Puerto Rico Puerto Rico Alternate Assess- ment 3-8, 11 Spanish, English, Math, Sci- ence (4,8,11) No No X Republic of Marshall Islands No Alternate for Title I No No X U.S. Virgin Islands Alternate Assessment 3-8, 11 English Language Arts. Math No No X Total Unique States (N=11) 0 0 3 2 6 Total Regular and Unique States (N=61) 12 6 3 2 38 Percent 20% 10% 5% 3% 62% 88 NCEO Table B-7. Participation and Performance Data for Students with Disabilities and ELs with Disabilities, on Alternate Assessments Based on Modified Achievement Standards (AA-MAS) Used for Title I Accountability, 2014-2015 State Test Grade Subject Areas Disaggregated Data for AA-MAS Students with Disabilities Summary ELs with Disabilities Summary Participation and Performance No Data Found Participation and performance No Data Found Regular States California California Modified Assessment (CMA) 3-11 Science (5,8, and 10 Life Science) Yes Yes North Dakota North Dakota Alternate Assess- ment 2 (NDAA2) 3-8, 11 Reading/Language Arts, Math, Sci- ence (4,8, 11) Yes X Virginia Virginia Modified Achievement Standards Test (VMAST) 3-8, EoC Math, Reading (3-8), Algebra I and Reading EoC Yes Yes Total Regular States with MAS (N=11) 3 0 2 1 Percent 100% 0% 67% 33% Table B-8. Participation and Performance Data for Students with Disabilities and ELs with Disabilities, Alternate Assessments Based on Grade Level Achievement Standards (AA-GLAS) Used for Title I Accountability, 2014-2015 State Test Grade Subject Areas Disaggregated Data for AA-GLAS Students with Dis- abilities ELs with Disabili- ties Partici- pation Per- form- ance Partici- pation Per- form- ance Regular States Massachu- setts Alternate Based on Grade Level Achievement Standards 3-8, 10 English Language Arts, Math, Science/Engineer- ing (5, 8, 9. 10) Yes Yes1 No No Virginia Virginia Grade Level Alternate Assess- ment (VGLAA) and EoC. 3-8, EoC Reading, History/Social Science(3, EoC), Sci- ence (3,5,8, EoC) Writing (5,8, EoC) Yes Yes Yes Yes Total Regular States with GLAS (N=1) 2 2 1 1 Percent 100% 100% 50% 50% 1 State reports these data merged with general assessment performance data. 89 NCEO Table B-9. How Participation was Reported in States for the General Assessments, 2014-2015 (Note: There is an asterisk after the state name if the state did not report data by grade and test.1) State Participation Data Reported On General Assessments Number Enrolled/Eligible to be Tested Number of Students Tested Number of Students Not Tested Percent Participa- ting in Test Percent of Students not Tested Number of Students with Scores Number of Stu- dents with No scores Percent of Students with No Scores Regular States Alabama - - - X2 - - - - Alaska X - - X - - - - Arizona - X - - - - - - Arkansas X - - X - X - - California X X - X - X - - Colorado - X - X - - X X Connecticut X X - X - X - - Delaware X X X X - - X - Florida X* X - X3 X - - - Georgia - X - - - - - - Hawaii X X - X* - - - - Idaho - X - X - - - - Illinois X* X X X* X - - - Indiana - X - - - - X X Iowa X X - X4 - - - - Kansas X X X X* X - - - Kentucky X X - X - - - - Louisiana - - - - - - - - Maine X X - X5 - - - - Maryland - X* - X* - - - - Massachusetts - - - X6 X* - - - 90 NCEO State Participation Data Reported On General Assessments Number Enrolled/Eligible to be Tested Number of Students Tested Number of Students Not Tested Percent Participa- ting in Test Percent of Students not Tested Number of Students with Scores Number of Stu- dents with No scores Percent of Students with No Scores Michigan - X - - - - - Minnesota X* X - - - - - - Mississippi - - - - - - - - Missouri X* X* - - - - - - Montana - - - - - - - - Nebraska - X X X X - - - Nevada X X - - - - - - New Hamp- shire X X - X7 - X X - New Jersey X - X - - X X - New Mexico - X* - - - - - - New York - X - - - - - - North Carolina X X X X8 X - X X North Dakota X* X X X* X* X* X* X* Ohio X* X* X* X* X* - - - Oklahoma - - - - - - - - Oregon - X - X* - - - - Pennsylvania - - - - - - - - Rhode Island - X - - - - - - South Carolina - X - - - - - - South Dakota - X - - X* - - - Tennessee - - - - - X* - - Texas - X - - - X X - Utah - - - - - - - - Vermont - X - - - - - - 91 NCEO State Participation Data Reported On General Assessments Number Enrolled/Eligible to be Tested Number of Students Tested Number of Students Not Tested Percent Participa- ting in Test Percent of Students not Tested Number of Students with Scores Number of Stu- dents with No scores Percent of Students with No Scores Virginia - X - X X - X - Washington X - X* - X* - X X West Virginia - - - X* - - - - Wisconsin X - - - - - X X Wyoming - X - X* - - - - Total Regular States (N=50) 22 35 9 26 11 8 11 6 Unique States American Samoa - - - - - - - - Bureau of Indian Educa- tion - - - - - - - - Common- wealth of Northern Mari- anna Islands - - - - - - - - District of Columbia - X* - X* - - - - Federated States of Mi- cronesia - - - - - - - - Guam X X - X* - X - - Palau - - - - - - - - Puerto Rico - - - - - - - - Republic of Marshall Islands - - - - - - - - 92 NCEO State Participation Data Reported On General Assessments Number Enrolled/Eligible to be Tested Number of Students Tested Number of Students Not Tested Percent Participa- ting in Test Percent of Students not Tested Number of Students with Scores Number of Stu- dents with No scores Percent of Students with No Scores U.S. Depart- ment of De- fense Educa- tion Activity - - - - - - - - U.S. Virgin Islands - - - - - - - - Total Unique States (N=11) 1 2 0 2 0 1 0 0 Total All Regular and Unique States (N=61) 23 37 9 28 11 9 11 6 1 Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades 2 Alabama reported participation rate by grade, but denominator was unclear (e.g., 9.17%) 3Florida reported participation rate by grade but by accommodated status. 4 Iowa reported participation rate by grade, but by accommodated status. 5 Maine only had rates found for Science. 6 Massachusetts reported participation rate by grade, but by accommodated status and percent not tested. 7 New Hampshire reported participation data by grade, but as percentage of all students enrolled in grade. 8 North Carolina reported percent participating as percent of all students tested in grade (e.g., 10%) 93 NCEO Table B-10. How Participation was Reported in States for the Alternate Assessments based on Alternate Achievement Standards, 2014-2015 (Note: There is an asterisk after the state name if the state did not report data by grade and test.1) State Participation Data Reported On AA-AAS Number Enrolled/Eligible to be Tested Number of Students Tested Number of Students Not Tested Percent Participating in Test Percent of Students not Tested Number of Students with Scores Number of Students with No scores Percent of Students with No Scores Regular States Alabama - - - X - - - - Alaska X - - X - - - - Arizona - X - X - - - - Arkansas - - - - - - - - California - X - - - X - - Colorado X - - - - X X X Connecticut - - - X - - - - Delaware - - - X - - - - Florida - X - X - X X - Georgia - X - - - - - - Hawaii - - - X* - - - - Idaho - - - X* - - - - Illinois X* X* - - X* - - - Indiana - - - - - - - - Iowa X X - X* - - - - Kansas - X - - X - - - Kentucky X X - X - - - - Louisiana - - - - - - - - Maine X X - X* - - - - Maryland - X* - - - - - - Massachusetts - X - X X* - - X 94 NCEO State Participation Data Reported On AA-AAS Number Enrolled/Eligible to be Tested Number of Students Tested Number of Students Not Tested Percent Participating in Test Percent of Students not Tested Number of Students with Scores Number of Students with No scores Percent of Students with No Scores Michigan - X - - - - - - Minnesota - X - X* - - - - Mississippi - - - - - - - - Missouri X* X* - - - - - - Montana - - - - - - - - Nebraska - X X X X - - - Nevada X X - - - - - - New Hampshire X X - X - - X - New Jersey X X - - - X X - New Mexico - - - - - - - - New York X* X* - - X* - - - North Carolina X* X X* X* - X* X* X* North Dakota X* X X* X* X* X* X* X* Ohio X* X* X* X* X* - - - Oklahoma - - - - - - - - Oregon - - - X - - - - Pennsylvania - X - - - - X X Rhode Island X X X - - - X - South Carolina - X X - - - - - South Dakota - X* - - X* - - - Tennessee - - - - - X* - - Texas - X - - - X X - Utah - X - - - - - - Vermont - - - - - - - - 95 NCEO State Participation Data Reported On AA-AAS Number Enrolled/Eligible to be Tested Number of Students Tested Number of Students Not Tested Percent Participating in Test Percent of Students not Tested Number of Students with Scores Number of Students with No scores Percent of Students with No Scores Virginia - X - X X - X - Washington X - X* - X* - X X West Virginia - - - X* - - - - Wisconsin X - - - - - X X Wyoming - X - X - - - - Total Regular States (N=50) 17 30 7 22 10 7 12 7 Unique States American Samoa - - - - - - - - Bureau of Indian Education - - - - - - - - Commonwealth of Northern Mari- anna Islands - - - - - - - - U.S. Department of Defense Edu- cation Activity - - - - - - - - District of Columbia - X - X* - - - - Federated States of Micro- nesia - - - - - - - - Guam X X X - - X X - Palau - - - - - - - - Puerto Rico - - - - - - - - 96 NCEO State Participation Data Reported On AA-AAS Number Enrolled/Eligible to be Tested Number of Students Tested Number of Students Not Tested Percent Participating in Test Percent of Students not Tested Number of Students with Scores Number of Students with No scores Percent of Students with No Scores Republic of Mar- shall Islands - - - - - - - - U.S. Virgin Islands - - - - - - - - Total Unique States (N=11) 1 2 1 1 0 1 1 0 Total All Regu- lar and Unique States (N=61) 18 32 8 23 10 8 13 7 1Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades 97 NCEO Table B-11. State Abbreviation Key State Abbreviation State’s Full Name State Abbreviation State’s Full Name AL Alabama MO Missouri AK Alaska NV Nevada AR Arkansas NH New Hampshire AZ Arizona NJ New Jersey CA California NM New Mexico CO Colorado NY New York CT Connecticut ND North Dakota DE Delaware OH Ohio FL Florida OK Oklahoma GA Georgia OR Oregon HI Hawaii PA Pennsylvania ID Idaho RI Rhode Island IL Illinois SC South Carolina IA Iowa SD South Dakota KS Kansas TN Tennessee KY Kentucky TX Texas LA Louisiana UT Utah ME Maine VT Vermont MD Maryland VA Virginia MA Massachusetts WA Washington MI Michigan WV West Virginia MN Minnesota WI Wisconsin MS Mississippi WY Wyoming 98 NCEO Table B-12. How Performance was Reported in States for the General Assessments, 2014-2015 (Note: There is an asterisk after the state name if the state did not report data by grade and test.1) State Performance Data Reported for General Assessments Percent Proficient Percent Proficient Derived Percent Not Proficient Number Proficient Number Not Proficient Number by Achievement Level Percent by Achievement Level Other (e.g., Percentile) Regular States Alabama - X - - - - X - Alaska X - X X X X X - Arizona X - - - - - X - Arkansas X - - - - - X - California - X - - - - X - Colorado X - - X - X X X Connecticut X - - X - X X X Delaware X - X - - - X X Florida - X - - - - - X Georgia - X - - - - X - Hawaii X* - X X - - X* - Idaho X - - - - - X* - Illinois X - - - - - X - Indiana X - X X X - - X Iowa X - - - - - X* - Kansas - X - - - X X - Kentucky X - - - - - - - Louisiana - - - - - - - - Maine X* - - X - - X* - Maryland X* - - X* - - - - Massachusetts X - - - - - X - Michigan X - - - - - X X Minnesota X - - X - X X - 99 NCEO State Performance Data Reported for General Assessments Percent Proficient Percent Proficient Derived Percent Not Proficient Number Proficient Number Not Proficient Number by Achievement Level Percent by Achievement Level Other (e.g., Percentile) Mississippi - - - - - - - - Missouri - X - - - X* X* X Montana - - - - - - - - Nebraska X - X - - - X X Nevada X - - - - - X X New Hampshire X - X X X X X X New Jersey X - - - - X X X New Mexico X* - - - - - - - New York X - - - - X X X North Carolina X - - X* - - X X North Dakota X* - X* - - - X - Ohio X - - - - X X - Oklahoma - - - - - - - - Oregon X - - X - - - - Pennsylvania - - - - - - - - Rhode Island X - - - - - X X South Carolina X - - - - - X X South Dakota - X* - - - - X* - Tennessee X* - - - - - X - Texas X - X X X X X X Utah - - - - - - - - Vermont - X - - - - X X Virginia X - X - - X X X Washington X - X X X X X - West Virginia X* - - - - - - - 100 NCEO State Performance Data Reported for General Assessments Percent Proficient Percent Proficient Derived Percent Not Proficient Number Proficient Number Not Proficient Number by Achievement Level Percent by Achievement Level Other (e.g., Percentile) Wisconsin - X - - - X X X Wyoming X - - - - - X - Total Regular States (N=50) 35 9 10 13 5 14 37 19 Unique States American Samoa - - - - - - - - Bureau of Indian Education - - - - - - - - Commonwealth of Northern Marianna Islands - - - - - - - - U.S. Department of Defense Education Activity - - - - - - - - District of Columbia X* - - X* - X* X* - Federated States of Micro- nesia - - - - - - - - Guam X - - - - - X - Palau - - - - - - - - Puerto Rico - - - - - - - - Republic of Marshall Islands - - - - - - - - U.S. Virgin Islands - - - - - - - - Total Unique States (N=11) 2 0 0 1 0 1 2 0 Total All Regular and Unique States (N=61) checked in tab import for figs and all matched 37 9 10 14 5 15 39 19 1Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades 101 NCEO Table B-13. How Performance was Reported in States for the Alternate Assessments Based on Alternate Achievement Standards Used for Title I Accountability, 2014-2015 (Note: There is an asterisk after the state name if the state did not report data by grade and test.1) State Performance Data Reported for AA-AAS Percent Proficient Percent Profi- cient Derived Percent Not Proficient Number Proficient Number Not Proficient Number by Achievement Level Percent by Achievement Level Regular States Alabama - X - - - - X Alaska X - X X X - - Arizona X - - - - - X Arkansas - - - - - - - California - X - - - - X Colorado X - - X - X X Connecticut X - - - - - X Delaware X - X - - - X Florida X - - X - X X Georgia - X - - - - X Hawaii X* - X - - - X* Idaho X - - - - - - Illinois X - - - - - X Indiana - - - - - - - Iowa X - - - - - X* Kansas - X - - - X X Kentucky X - - - - - - Louisiana - - - - - - - Maine X - - X - - X Maryland X - - X* - - - Massachusetts - X - - - X X 102 NCEO State Performance Data Reported for AA-AAS Percent Proficient Percent Profi- cient Derived Percent Not Proficient Number Proficient Number Not Proficient Number by Achievement Level Percent by Achievement Level Michigan X - - - - - X Minnesota X - - X - X X Mississippi - - - - - - - Missouri - X - - - X* X* Montana - - - - - - - Nebraska X - X - - - X Nevada X - - - - - X New Hampshire X - X X X X X New Jersey - X - - - - X New Mexico X* - - - - - - New York X* - - - - - - North Carolina X - - X* - - X North Dakota X* - X* - - - X* Ohio X - - - - X X Oklahoma - - - - - - - Oregon X - - X - - - Pennsylvania X - - - - - X Rhode Island - - - - - X X South Carolina X* - - - - - X South Dakota - X* - - - - X* Tennessee - - - - - - - Texas X - X X X X X Utah X - - X - - - Vermont - - - - - - - Virginia X - X - - X X 103 NCEO State Performance Data Reported for AA-AAS Percent Proficient Percent Profi- cient Derived Percent Not Proficient Number Proficient Number Not Proficient Number by Achievement Level Percent by Achievement Level Washington X - X X X X X West Virginia X* - - - - - - Wisconsin - X - - - X X Wyoming X - - - - - X Total Regular States (N=50) 32 9 9 12 4 13 33 Unique States American Samoa - - - - - - - Bureau of Indian Education - - - - - - - Commonwealth of Northern Marianna Islands - - - - - - - U.S. Department of Defense Education Activity - - - - - - - District of Columbia X* - - X* - X* X* Federated States of Microne- sia - - - - - - - Guam - - - - - X - Palau - - - - - - - Puerto Rico - - - - - - - Republic of Marshall Islands - - - - - - - U.S. Virgin Islands - - - - - - - Total Unique States (N=11) 1 0 0 1 0 2 1 Total All Regular and Unique States (N=61) 33 9 9 13 4 15 34 1Other methods (besides by grade and test) = merging grades and merging tests, by grade and merging tests, by test and merging grades. 104 NCEO Table B-14. Accommodations Data Reported for Students with Disabilities on General Assessments 2014-2015 Regular States Reported Participation Reported Performance Total States with Partici- pation or Per- formance Participation and Perfor- mance Reported Participation Only Reported Performance Only Re- ported No Publicly Reported Data Found Alabama No No X Alaska Yes Yes X X Arkansas Yes No X X Arizona No No X California Yes No X X Colorado Yes Yes X X Connecticut No No X Delaware No No X Florida Yes Yes X X Georgia No No X Hawaii No No X Iowa Yes Yes X X Idaho No No X Illinois No No X Indiana Yes Yes X X Kansas No Yes X X Kentucky Yes Yes X X Louisiana No No X Massachusetts Yes No X X Maryland Yes No X X Maine No No X Michigan No No X Minnesota No No X Missouri No No X Mississippi No No X 105 NCEO Regular States Reported Participation Reported Performance Total States with Partici- pation or Per- formance Participation and Perfor- mance Reported Participation Only Reported Performance Only Re- ported No Publicly Reported Data Found Montana No No X Nebraska No No X Nevada Yes Yes X X New Hampshire Yes No X X New Jersey No No X New Mexico No No X New York No No X North Carolina Yes Yes X X North Dakota Yes No X X Ohio Yes Yes X X Oklahoma No No X Oregon No No X Pennsylvania Yes No X X Rhode Island No No X South Carolina No No X South Dakota No No X Tennessee No No X Texas Yes Yes X X Utah No No X Vermont No No X Virginia No No X Washington Yes Yes X X Wisconsin No No X West Virginia No No X Wyoming No No X 106 NCEO Regular States Reported Participation Reported Performance Total States with Partici- pation or Per- formance Participation and Perfor- mance Reported Participation Only Reported Performance Only Re- ported No Publicly Reported Data Found Unique States American Samoa No No X Bureau of Indian Affairs No No X Commonwealth of North- ern Mariana Islands No No X District of Columbia No No X Federated States of Micronesia No No X Guam Yes Yes X X Palau No No X Puerto Rico No No X Republic of Marshall Islands No No X U.S. Department of De- fense Education Activity No No X U.S. Virgin Islands No No X Total States 19 13 20 12 7 1 41 NCEO is an affi liated center of the Institute on Community Integration