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NAEP Sample Design → NAEP 2002 Sample Design → 2002 State Assessment Sample Design → School Participation in the 2002 State Assessment → Unweighted Counts and Response Rates for Fourth-Grade Eligible Sampled Schools, by Participating Jurisdiction

NAEP Technical DocumentationUnweighted Counts and Response Rates for Fourth-Grade Eligible Sampled Schools, by Participating Jurisdiction

The following table presents unweighted counts and response rates for eligible sampled schools. States with Trial Urban District Assessment (TUDA) districts have two rows: one row for the TUDA district, and one row for the state as a whole (the TUDA district plus the rest of the state).

Unweighted school sample counts and response rates, grade 4 state assessment, by participating jurisdiction: 2002

Jurisdiction	Eligible school sample	Unweighted response rate (percent)
Alabama	110	83.9
Arizona	120	88.2
Arkansas	110	99.1
CA-Los Angeles	80	100.0
California	170	82.2
Connecticut	110	100.0
Delaware	90	100.0
Florida	100	100.0
GA-Atlanta	50	98.0
Georgia	150	99.4
Hawaii	110	100.0
Idaho	110	86.0
IL-Chicago	80	95.0
Illinois	170	70.1
Indiana	110	99.1
Iowa	110	76.1
Kansas	110	73.7
Kentucky	110	96.4
Louisiana	120	99.2
Maine	110	86.0
Maryland	110	100.0
Massachusetts	110	100.0
Michigan	110	98.2
Minnesota	110	76.9
Mississippi	110	95.4
Missouri	110	94.7
Montana	110	73.8
Nebraska	90	96.8
Nevada	110	100.0
New Mexico	110	93.7
NY-New York City	50	76.0
New York	120	76.9
North Carolina	110	100.0
North Dakota	200	81.5
Ohio	110	95.5
Oklahoma	130	98.5
Oregon	110	83.3
Pennsylvania	110	100.0
Rhode Island	110	100.0
South Carolina	110	99.1
Tennessee	120	80.0
TX-Houston	50	98.0
Texas	150	92.1
Utah	110	100.0
Vermont	110	93.0
Virginia	110	100.0
Washington	110	75.9
West Virginia	140	99.3
Wisconsin	110	55.3
Wyoming	160	100.0
Other jurisdictions
District of Columbia	120	99.2
DDESS	40	97.5
DoDDS	100	97.9
Guam	30	100.0
Virgin Islands	20	100.0
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002.

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