NAEP Technical DocumentationSD/EL Questionnaire

To ensure a fully representative sample of students across the nation, NAEP makes testing accommodations available to students with disabilities (SD) and English language learners (ELL). The term "English language learner" has been used in NAEP beginning with the 2005 reports. The term "limited English proficient" (LEP) was used before 2005, and was used on all SD/LEP questionnaires administered to schools up to and including 2005. The SD/ELL questionnaire is completed for each student who is selected to participate in the assessment and

• is classified as a student with a disability;
  
• has an Individualized Education Program (IEP); or
• is categorized as an English language learner or as being limited in his or her English proficiency.
  

In addition, for the NAEP mathematics assessment in Puerto Rico which is administered in Spanish, accommodations are offered to students identified as Spanish language learners (SLL), and an SLL questionnaire is completed for each student.

NAEP policy states that if any doubt exists about a student’s ability to participate, the student should be included in the assessment. Beginning with the 1996 assessments, NAEP has allowed more accommodations for eligible students. To learn more about the history of and current policy on the inclusion of SD and ELL students, see NAEP Inclusion Policy.

The SD/ELL questionnaires, which are completed by a school representative who is knowledgeable about the student, ask about the student’s SD/ELL classification, the kinds of support and resources provided by the school to the student, and what accommodations would allow the student to participate in NAEP or other standardized tests. The questionnaire is completed for each SD or ELL student in the sample, whether or not that student is included in the assessment. 

Beginning with the 2010 NAEP administration, the school staff started using SD and ELL worksheets. The worksheets incorporated all of the questions and information previously collected in the SD and ELL questionnaires but could collect this information for up to 10 students per sheet. These worksheets were introduced as a way to reduce the burden on school staff who report SD and ELL information, and to assist administration staff in identifying accommodations required for students participating in NAEP. This process was used through 2013.

Beginning in 2014, the data collection staff's electronic pre-assessment visit system allowed school staff to directly complete this information online, replacing the questionnaire worksheets. The table below includes links to the SD/LEP, SD, and ELL questionnaires and worksheets administered between 2001 and 2013.

Links to NAEP SD/LEP, SD, and ELL questionnaires and worksheets: Various years, 2001–2013

Assessment year	SD/LEP questionnaire	SD questionnaire/worksheet	ELL questionnaire/worksheet
2013	†	X	X
2012	†	X	X
2012 LTT/Grade 12	†	X	X
2011	†	X	X
2010	†	X	X
2009	†	X	X
2008	†	X	X
2008 Long Term Trend	†	X	X
2007	†	X	X
2006	†	X	X
2005	X	X	†
2003	X	†	†
2002	X	†	†
2001	X	†	†
† Not applicable. From 2001–2003, combined SD/LEP questionnaires were administered. Beginning in 2005, separate SD and LEP or ELL questionnaires were administered. NOTE: LTT = Long-term trend assessment. The inclusion and accommodation treatment is the same for main and for long-term trend assessments. This table includes the available questionnaires and worksheets for the operational main NAEP and long-term trend assessments. After an electronic pre-assessment system became available in 2014, SD and ELL questionnaire worksheets were no longer used. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2001–2013 Assessments.

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