Table of Contents  |  Search Technical Documentation  |  References

NAEP Sample Design → Sample Design for the 2000 Assessment → National Main Assessment Sample Design in 2000 → Student Sample Selection for the 2000 National Main Assessment → Students Excluded from the 2000 National Main Assessment → Determining the SD/LEP Student's Capability to Participate in the Assessment

NAEP Technical DocumentationDetermining the SD/LEP Student's Capability to Participate in the Assessment

Some of the students identified on the administration schedule as a student with a disability (SD) or as limited English proficient (LEP) or may be incapable of participating meaningfully in the assessment. For the 2000 assessment, school staff members knowledgeable about the SD/LEP student, followed these guidelines in determining the student's capability to participate in the assessment.

1. Student With a Disability

A student who is identified on the Administration Schedule as a student with a disability (SD) should be included in the NAEP assessment unless:

• the student's cognitive functioning is so severely impaired that he or she cannot participate; or

• the student's Individualized Education Program (IEP) requires that the student be tested with an accommodation that NAEP does not permit, and the student cannot demonstrate his or her knowledge of the subject area in which he/she will be assessed without that accommodation.

2. Limited-English-Proficient Student

A student who is identified on the Administration Schedule as limited English proficient (LEP) and who is a native speaker of a language other than English should be included in the NAEP assessment unless:

• the student has received reading or mathematics instruction primarily in English for less than three school years including the current year; and

• the student cannot demonstrate his or her knowledge of reading or mathematics in English even with an accommodation permitted by NAEP.

3. Consult With School Staff

The decision regarding whether any of the students identified as SD or LEP cannot be included in the assessment should be made in consultation with knowledgeable school staff. The following questions in the 2000 SD/LEP Questionnaire pertain to this decision as well:

• Section A for students with disabilities included such questions as "Which of the following best describes this student’s primary disability?" "What is the degree of this student’s disability?" "Does the student’s IEP state that he or she cannot participate in assessments such as NAEP, even with accommodations?" "What grade level of instruction is this student currently receiving in reading? mathematics" science?" "Is this student participating in the same curriculum content as nondisabled students receiving the same grade level of instruction in reading? mathematics? science?" "Are any accommodations or adaptations used for district or statewide achievement testing for this student?" "If so, which accommodations?" (questions 1 through 17).
  

• Section B for students with limited English proficiency included such questions as "What is this student’s first or native language?" "Including the current school year, how long has this student been receiving academic instruction in reading primarily in English?" "..in mathematics primarily in English?" "..in science primarily in English?" "During this school year, what percentage of this student’s academic instruction is provided in his/her native language?" "What grade level of instruction is this student currently receiving in English reading? math? science?" "Are any accommodations or adaptations used for district or statewide achievement testing for this student?" "Which accommodations?" "How would this student most appropriately participate in the NAEP mathematics assessment?" "..reading assessment?" "..science assessment?" (questions 18 through 30)

Printer-friendly Version