NCEO Report 454

Introduction

Each of the 50 U.S. states, along with 10 entities that receive Part B funding (e.g., American Samoa, the Bureau of Indian Education, Guam) under the Individuals with Disabilities Education Act (IDEA) send Annual Performance Reports (APRs) to the U.S. Secretary of Education. The reports include information on many topics, including:

How many students participate in certain state tests in grades 3–8 and high school, and how they perform on those tests.
The percentage of students with Individualized Education Programs (IEPs) who are assigned accommodations on those state tests.

In this report we share information on percentages of students with IEPs who:

participated in state general assessments and alternate assessments based on alternate achievement standards (AA-AAAS) in reading/language arts and mathematics at each tested grade,
scored at or above the proficient level on those assessments at each grade,
received testing accommodations in the same subjects and grades, and
participated in the AA-AAAS of reading/language arts and mathematics across all tested grades

The data in this report cover the 2007–08 through 2022–23 school years. We focus on grades 4 and 8, and high school. Data for grades 3, 5, 6, and 7 are included in appendices:

Appendix A: Participation
Appendix B: Performance
Appendix C: Accommodations

Our goal is to make historical and trend data available on how students with IEPs participate and perform in state tests in reading/language arts and mathematics. Over the years, methods for calculating participation and performance have changed somewhat. Still, the results are consistent enough to show trends. More information about the data and calculation methods can be found in the “Data Details” section.

What the Data Show

In this report we use public data on assessment participation, performance, and assigned accommodations for students in each grade 3–8 and high school. We also show data on participation in the AA-AAAS across all grades for each subject.

For each grade, we show graphs that include participation data (based on the total number of students with IEPs enrolled in each grade) and performance data (based on students with IEPs who took the assessments in each grade). We also show the percentage of students who took general assessments and were assigned accommodations each year, by grade and subject (for students with IEPs who took general assessments).

Each graph presents average data from the 50 states that provided information for that year. We also describe the range of results across the 50 states and across the 10 unique states in 2022-23. Finally, we present AA-AAAS participation rates, which are important for meeting the federal requirement that no more than 1.0% of tested students at the state level participate in the AA-AAAS.

At the end of each section, we summarize key trends over time.

Participation

Reading/Language Arts (R/LA) Participation

Grade 4 R/LA Participation. Figure 1 shows the participation rates of grade 4 students with IEPs in state R/LA assessments. Average participation rates stayed above 95% until the COVID-19 pandemic year (2019–20) when the U.S. Department of Education did not require states to give assessments. Participation dropped below 86% in 2020–21 but rose again to above 95% in both 2021–22 and 2022–23.

The range in participation across states was large each year. For example, in 2022–23 rates for the 50 states ranged from 80% to 100%, and for the 10 unique states ranged from 12% to 99%. Data were missing for one of the 50 states and one of the 10 unique states in 2022–23.

Figure 1. Average Overall Participation Rates of Students with IEPs in State Reading/Language Arts Assessment in Grade 4 Across Years

Figure 1 displays the average overall participation rates of students with Individualized Education Programs (IEPs) in state reading and language arts assessments for grade 4 across several years. The vertical axis represents the participation rate as a percentage, ranging from 0 to 100 in increments of 20. The horizontal axis represents the academic school years, from 2007-08 to 2022-23. The graph features a blue line with dots marking the data points for each academic year. From the 2007-08 school year through 2013-14, the participation rate is steady and very close to 100%. There is a dip for the 2014-15 academic year, dropping to about 95%, followed by relative stability until 2018-19. A dotted line segment connects the 2018-19 data point to the 2020-21 data point, representing a gap in the data for the 2019-20 school year due to the Covid-19 pandemic. After the pandemic, in the 2020-21 school year, the participation rate drops significantly to about 85%. The rate recovers in the subsequent years, reaching approximately 95% again.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Grade 8 RLA Participation. Figure 2 shows participation rates for grade 8 students with IEPs in state R/LA assessments. These rates followed similar patterns to those seen in earlier grades (see Appendix A). Participation dropped below 76% in 2020–21 and did not return to 95% or higher in both 2021–22 and 2022–23.

The range of participation varied widely each year. For example, in 2022–23 rates for the 50 states ranged from 74% to 100%, and for the 10 unique states from 11% to 99%. Data were missing in 2022–23 for one of the 50 states but for none of the 10 unique states in 2022–23.

Figure 2. Average Overall Participation Rates of Students with IEPs in State Reading/Language Arts Assessment in Grade 8 Across Years

Figure 2 displays the average overall participation rates of students with Individualized Education Programs (IEPs) in grade 8 reading and language arts assessments across various school years. The vertical axis measures the participation rate in percentages from 0 to 100, with increments in 20. The horizontal axis lists the academic school years starting from 2007-08 and ending with 2022-23. The data points are connected by a solid blue line for most of the graph. From 2007-08 through 2013-14, the participation rate is consistently high, nearly 100%. In 2014-15, there is a small decline to approximately 94 or 95%. The rate then remains stable until 2018-19, sitting roughly above 95%. A dotted blue line connects the 2018-19 data point to the 2020-21 data point, representing the Covid-19 pandemic. In the 2020-21 academic school year, the participation rate fell drastically to about 75%. Then, the rate rebounds to in the 2021-22 academic school year, reaching almost 94% in 2022-23.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments

High School R/LA Participation. Figure 3 shows participation rates for high school students with IEPs in state R/LA assessments. These rates followed similar patterns to those seen in earlier grades (see Appendix A). However, average rates were lower than in other grades and never reached the 95% level after dropping to 75.1% in 2020–21. Larger declines were seen in high school in both 2014–15 and 2020–21.

In 2022–23, participation rates ranged from 66% to 100% for the 50 states and from 9% to 97% for the 10 unique states. Data were missing in 2022-23 for one of the 50 states but for none of the 10 unique states.

Figure 3. Average Overall Participation Rates of Students with IEPs in State Reading/Language Arts Assessment in High School Across Years

Figure 3 represents the overall participation rates of students with IEPs in state reading and language arts assessments across several academic school years. The vertical axis shows the participation rate as a percentage from 0 to 100% in increments of 20%. The horizontal axis indicates the school years from 2007-08 to 2022-23. The blue line represents the participation rates, and remains fairly stable at approximately 95% percent from 2007-08 through 2013-14. There is a drop to about 85% in the 2014-15 academic school year, followed by a gradual increase and stabilization near 90% from 2015-16 to 2018-19. A dotted line connects the 2018-19 data point to the 2020-21 data point, representing a gap in data for the 2019-20 year during the Covid019 pandemic. During the 2020-21 academic school year, the participation rate drops significantly to approximately 75% percent. Then, the rate recovers a little, reaching roughly 85% percent in 2021-22 and then almost 90% in 2022-23.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Reading/Language Arts Participation Summary

Across all grades and years, overall participation rates followed similar patterns (see Appendix A). One difference was that participation in high school remained lower than in other grades. A noticeable drop in participation occurred in all grades in 2014–15. This was the year when many states began using R/LA assessments based on college- and career-ready standards (Educational Testing Service [ETS], 2016; Zinth & Millard, 2015).

Mathematics Participation

Grade 4 Mathematics Participation. Figure 4 shows the participation rates of grade 4 students with IEPs in mathematics assessments. Participation rates varied across states each year. For example, average participation rates for the 50 states ranged in 2022–23 from 80% to 100%. For the 10 unique states, rates ranged from 12% to 99%. Data were missing for one of the 50 states and one of the 10 unique states.

Figure 4. Average Overall Participation Rates of Students with IEPs in State Mathematics Assessment in Grade 4 Across Years

Figure 4 represents the average overall participation rates of students with IEPs in state mathematics assessments in Grade 4 across several years. The vertical axis measures Participation Rate (%) from 0 to 100%, with intervals every 20%. The horizontal axis lists the school years from 2007-08 to 2022-23. The graph uses a blue line with dots to mark each data point. From the 2007-08 school year to 2013-14, the participation rate remains consistently high, at near 100%. There is a small dip in 2014-15 to about 95%, which is then followed by relative stability through the 2018-19 school year. A dotted line connects the 2018-19 point to the 2020-21 point, representing the Covid-19 pandemic when academic testing was not conducted. In 2020-21, the participation rate shows a noticeable drop to approximately 85%. The rate then recovers, rising to about 95% in 2021-22 and reaching nearly 100% again in 2022-23.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Grade 8 Mathematics Participation. Figure 5 shows the overall participation rates of grade 8 students with IEPs in state mathematics assessments. Before 2014-15, average rates were above 95%. Participation dropped slightly below 95% in 2014-15 and 2015-16. Participation returned to 95% in 2016-17. Participation dropped below 77% in 2020–21 and did not return to 95% in both 2021–22 and 2022–23. Participation rates varied across states each year. For example, in 2022–23, the 50 states reported rates between 74% and 100%, while the 10 unique states ranged from 10% to 100%. Data were missing in 2022–23 for one of the 50 states but for none of the 10 unique states.

Figure 5. Average Overall Participation Rates of Students with IEPs in State Mathematics Assessment in Grade 8 Across Years

Figure 5 displays the average overall participation rates of 8th-grade students with IEPs in state Mathematics Assessments across multiple years. The vertical axis represents the participation rate in percent, ranging from 0 to 100% in increments of 20. The horizontal axis represents the school years, from 2007-08 to 2022-23. A blue line connects the data points across these years. From 2007-08 to 2013-14, the participation rate remains stable, sitting just below 100%. In 2014-15, there is a slight drop to approximately 95%, where it remains relatively steady through the 2018-19 school year. There is a gap in the data for the 2019-20 school year, indicated by a dotted blue line segment. This represents the Covid-19 pandemic, when assessments were not conducted. In 2020-21, after the pandemic, the participation rate drops significantly to almost 75%. However, the rate increases again to almost 95% by the 2022-23 academic school year.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

High School Mathematics Participation. Figure 6 shows the overall participation rates of high school students with IEPs in state mathematics assessments. Across all years, these rates were below 95%. Drops in average participation rates occurred in years similar to those seen in other grades but started from a lower level overall.

Rates varied widely among states. For example, in 2022–23, participation ranged from 39% to 100% in the 50 states and from 9% to 98% in the 10 unique states. Data were missing for two of the 50 states and none of the 10 unique states.

Figure 6. Average Overall Participation Rates of Students with IEPs in State Mathematics Assessment in High School Across Years

Figure 6 represents the average overall participation rates of high school students with IEPs in state mathematics assessments across several years. The horizontal axis represents the school years, spanning from 2007-08 to 2022-23. The vertical axis represents the participation rate in percent, ranging from 0 to 100% with increments of 20%. A blue line connects the data markers for each academic year. From 2007-08 to 2013-14, the participation rate is high and stable at approximately 95%. In 2014-15, there is a drop to about 88%, followed by a gradual increase to about 90% in 2018-19. There is a dotted line segment between 2018-19 and 2020-21, indicating missing data for the 2019-20 year. This represents the Covid-19 pandemic, when students did not undergo assessments. In 2020-21, after the Covid-19 pandemic, the participation rate drops significantly to approximately 75%. After this, it increases to about 85% in 2021-22 and rises a bit more to about 90% in 2022-23.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Mathematics Participation Summary

Overall, participation patterns in mathematics were similar across grades and consistent with those for R/LA assessments (see Appendix A). However, high school participation rates were noticeably lower than in other grades. The most significant declines occurred in 2014–15, when many states began using college- and career-ready content standards for mathematics (ETS, 2016; Zinth & Millard, 2015), and again in 2020–21, the year after state testing was paused due to the COVID-19 pandemic.

Performance

Reading/Language Arts (R/LA) Performance

Grade 4 R/LA Performance. Figure 7 shows the percentage of students with IEPs proficient on grade 4 R/LA state assessments. Across all states, the average percentage of students reaching proficiency dropped from 45% to 15% between 2007–08 and 2020–21. Since 2021–22, scores showed a slight increase. Proficiency rates varied widely across states each year. For example, in 2022-23, proficiency rates ranged from 5% to 47% for the 50 states and from 8% to 29% for the 10 unique states. Data were missing in 2022–23 for four of the 50 states and six of the 10 unique states.

Figure 7. Average Overall Rates of Students with IEPs Proficient or Above on State Reading/Language Arts Assessment in Grade 4 Across Years

Figure 7 represents the overall rates of students in fourth grade with IEPs who demonstrated reading proficiency or could read above their grade level on state reading/language arts assessments. The figure represents several academic school years with the horizontal axis listing school years from 2007-08 to 2022-23. The vertical axis is labeled Percent Proficient (%) and ranges from 0 to 100% in increments of 20%. A blue line connects the circular data points. From 2007-08 to 2011-12, proficiency rates remained relatively stable, fluctuating in the lower- to mid-40%. Starting in 2012-13, the rate began to decline, dropping to about 35% that year, and further to 22% in 2014-15. From 2014-15 to 2018-19, the rate stayed fairly consistent, ranging between 20% and about 25% There is a dotted line segment between the 2018-19 and 2020-21 school years, indicating a gap in data when assessments were not given to students during the Covid-19 pandemic. In 2020-21, the proficiency rate reached a low of approximately 15%, followed by a slight increase in 2021-22 and again in 2022-23.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Grade 8 R/LA Performance. Figure 8 presents grade 8 R/LA performance results for students with IEPs. The percentage of students reaching the proficient level declined from 37% in 2007–08 to 11% in 2020–21, followed by a slight improvement in the years after.

Proficiency rates varied widely across states within a year. For example, in 2022–23, proficiency rates varied from 5% to 37% for the 50 states and from 9% to 21% for the 10 unique states. Data were missing in 2022–23 for four of the 50 states and five of the 10 unique states.

Figure 8. Average Overall Rates of Students with IEPs Proficient or Above on State Reading/Language Arts Assessment in Grade 8 Across Years

Figure 8 displays the average overall rates of eighth grade students with IEPs who were proficient or above on state reading and language arts assessments across several years. The vertical axis represents the percent proficient from 0% to 100% in 20% increments. The horizontal axis lists school years from 2007-08 to 2022-23. The data points indicate that the proficiency rate remained relatively steady between 36% and 38% from 2007-08 to 2011-12. In 2012-13 and 2013-14, the rate decreased to approximately 30%. A sharp drop occurred in the 2014-15 school year to nearly 15%, after which the rates fluctuated, rising slightly through 2018-19. There is a dotted line connecting the 2018-19 and 2020-21 data points, as data for the 2019-20 year are missing during the Covid-19 pandemic when students did not partake in assessments. The proficiency rate reached a low of 10% in 2020-21 and showed a slight increase by 2022-23

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

High School R/LA Performance. Figure 9 shows the percentage of high school students with IEPs scoring at or above proficient on R/LA state assessments. Across states, proficiency rates decreased from 34% in 2007-08 to 13% in 2020–21, with a slight increase in more recent years.

Proficiency rates varied widely across states each year. For example, in 2022–23, proficient rates across states ranged from 5% to 56% for the 50 states and from 8% to 33% for the 10 unique states. Data were missing in 2022–23 for four of the 50 states and four of the 10 unique states.

Figure 9. Average Overall Rates of Students with IEPs Proficient or Above on State Reading/Language Arts Assessment in High School Across Years

Figure 9 represents the average overall rates of high school students with IEPs proficient or above on state reading and language arts assessments across several years. The vertical axis measures percent proficient from 0% to 100% in 20% increments. The horizontal axis lists school years from 2007-08 to 2022-23. From 2007-08 to 2011-12, the proficiency rate was relatively steady, fluctuating between approximately 33% to 27%. In 2012-13 and 2013-14, the rate was slightly lower. There was a notable decrease in 2014-15 to approximately 20%, followed by a slow downward trend reaching by 2018-19. A dotted line connects the 2018-19 and 2020-21 points, as data for 2019-20 are missing. Students did not complete assessments during the Covid-19 pandemic. After the pandemic, in 2020-21, the proficiency rate was approximately 13%, followed by a slight upward trend in 2021-22 and 2022-23, ending at about 15%.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Reading/Language Arts Performance Summary

Patterns of proficiency over time were similar across all grade levels (see also Appendix B). High school students generally had slightly higher average proficient rates than earlier grades, possibly because fewer high school students participated in testing.

Across all grades, a drop in R/LA performance and participation began around 2014–15, when most states introduced new R/LA assessments based on college- and career-ready standards (ETS, 2016; Zinth & Millard, 2015). Another decline occurred after 2019–20, when testing was suspended due to COVID-19.

Mathematics Performance

Grade 4 Mathematics Performance. Figure 10 shows grade 4 mathematics performance for students with IEPs. Average proficient rates across states fell from 48% in 2007–08 to 15% in 2020–21, followed by a small increase in 2021–22 and 2022–23.

Proficiency rates varied widely across states within a year. For example, in 2022–23, proficiency rates across states ranged from 9% to 42% for the 50 states and from 8% to 63% for the 10 unique states. Data were missing in 2022–23 for three of the 50 states and four of the 10 unique states.

Figure 10. Average Overall Rates of Students with IEPs Proficient or Above on State Mathematics Assessment in Grade 4 Across Years

Figure 10 displays the average overall rates of fourth grade students with IEPs who were proficient or above on state mathematics assessments across several years. The vertical axis represents the percent proficient from 0% to 100% percent in 20% increments. The horizontal axis displays school years from 2007-08 to 2022-23. F2007-08 to 2009-10, the proficiency rate was stable at almost 50%; however, there was a steady decline between the 2010-11 and 2013-14 academic school years. A sharp drop occurred in the 2014-15 school year, where the rate fell to approximately 22%, where it remained fairly steady until 2018-19. A dotted blue line connects the 2018-19 and 2020-21 data points, as data for the 2019-20 school year are missing during the Covid-19 pandemic. In 2020-21, the rate reached its lowest point at approximately 15%. In the final two years, 2021-22 and 2022-23, there was a slight increase, ending at about 20%.

Note. Data for 2019-2020 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Grade 8 Mathematics Performance. Figure 11 presents grade 8 mathematics results for students with IEPs. Average proficient rates dropped from 31% in 2007–08 to 8% in 2020–21, followed by a slight increase in 2021–22 and 2022–23.

Proficiency rates varied widely across states within a year. For example, in 2022–23, rates across states ranged from 3% to 36% for the 50 states and from about 6% to 21% for the 10 unique states. Data were missing in 2022–23 for three of the 50 states and five of the 10 unique states

Figure 11. Average Overall Rates of Students with IEPs Proficient or Above on State Mathematics Assessment in Grade 8 Across Years

Figure 11 represents the average overall rates of eighth grade students with IEPs who were proficient or above on state mathematics assessments across several years. The vertical axis represents the percentage of proficient students from 0% to 100% in 20% increments. The horizontal axis lists school years from 2007-08 to 2022-23. The data points on the graph show that from 2007-08 to 2009-10, the proficiency rate was fairly stable. There was a gradual decline from 2010-11 to 2013-14, where the rate fell to 25 percent. A sharp drop occurred in 2014-15 to approximately 13%, after which the rate remained relatively flat, through 2018-19. There is no data point for the 2019-20 school year; instead, a dotted blue line connects the 2018-19 and 2020-21 points, representing the Covid-19 pandemic when students did not complete assessments. In 2020-21, the proficiency rate reached an all-time low, about 8%. In the final two years, 2021-22 and 2022-23, there was a slight increase.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

High School Mathematics Performance. Figure 12 shows high school mathematics performance for students with IEPs. Average proficient rates declined from about 28% in 2007–08 to about 9% in 2022–23.

Proficiency rates varied widely across states within a year. For example, in 2022–23, proficient rates across states ranged from 2% to 30% for the 50 states and from 2% to 64% for the 10 unique states. Data were missing in 2022–23 for four of the 50 states and three of the 10 unique states.

Figure 12. Average Overall Rates of Students with IEPs Proficient or Above on State Mathematics Assessment in High School Across Years

Figure 12 represents the overall rates of high school students with IEPs proficient or above on state mathematics assessments across several years. The vertical axis represents the percent of students who were proficient, ranging from 0% to 100% in 20% increments. The horizontal axis lists school years from 2007-08 to 2022-23. From 2007-08 to 2013-14, the proficiency rate was fairly consistent, staying between approximately 26% and 29%. In the 2014-15 school year, the proficiency percentage dropped to almost 15%. Between 2014-15 and 2018-19, the rate continued a gradual decline. There is a dotted blue line connecting the 2018-19 and 2020-21 data points, as data for the 2019-20 year are missing, representing the Covid-19 pandemic. In 2020-21, the proficiency rate was just below 10%, with the rate remaining relatively stable for the final two academic years, 2021-22 and 2022-23.

Note. Data for 2019-2020 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Mathematics Performance Summary

Patterns of proficient rates across years were similar across grades, but noticeably lower in high school compared to R/LA (see also Appendix B).

In all grades, there was a dip in performance (as well as in participation) starting in 2014–15 when most states were implementing mathematics assessments based on college-and-career-ready content standards (ETS, 2016; Zinth & Millard, 2015).

Accommodations

Reading/Language Arts (R/LA) Accommodations

Grade 4 R/LA Accommodations. The average percentage of grade 4 students with IEPs assigned accommodations on general R/LA assessments was about 60% until 2014–15. After that year, the average across all states dropped to about 50% (see Figure 13).

Rates varied widely among states each year. For example, in 2022–23, the rates ranged from less than 1% to 93% for the 50 states and from 46% to 100% for the 10 unique states. Data were missing in 2022–23 for two of the 50 states and four of the 10 unique states.

Figure 13. Average Overall Rates of Students with Assigned Accommodations on State Reading/Language Arts Assessments in Grade 4 Across Years

Figure 13 represents the overall rates of fourth grade students with assigned accommodations on state reading and language arts assessments across several years. The vertical axis measures the percentage of students who had accommodations from 0% to 100% in 20% increments. The horizontal axis lists school years from 2007-08 to 2022-23. The data points on the graph indicate that from 2007-08 to 2013-14, the rate of students with assigned accommodations was relatively stable, fluctuating between approximately 55% to 60%. There was a notable decrease in 2014-15, and from 2014-15 to 2018-19, the rate remained fairly steady at 50% or just above. A dotted line connects the 2018-19 and 2020-21 points, representing the Covid-19 pandemic when students did not complete assessments. In 2020-21, the rate was almost 50%, followed by a slight upward trend by 2022-23.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Grade 8 R/LA Accommodations. The percentage of grade 8 students with IEPs assigned accommodations on general R/LA assessments across years was similar to rates in grade 4. About 60% of students were assigned accommodations until 2014–15, when the rate dropped slightly to 55% (see Figure 14).

As with other grades, there were large differences among states each year. For example, in 2022–23 rates varied from less than 1% to 96% for the 50 states and from 52% to 100% for the 10 unique states. Data were missing in 2022–23 for one of the 50 states and one of the 10 unique states.

Figure 14. Average Overall Rates of Students with Assigned Accommodations on State Reading/Language Arts Assessments in Grade 8 Across Years

Figure 14 displays the average overall rates of eighth grade students with assigned accommodations on state reading and language arts assessments across several academic years. The vertical axis measures the percentage of students who had accommodations, from 0% to 100% in 20% increments. The horizontal axis lists school years from 2007-08 to 2022-23. The data points show that from 2007-08 to 2013-14, the percentage of students with assigned accommodations remained relatively steady, fluctuating between approximately 60% and 65%. A notable decrease occurs in the 2014-15 and 2015-16 school years, with the rate dropping to just above 50%. Between 2016-17 and 2018-19, the percentage fluctuated slightly, rising again to almost 60%. A dotted line connects the 2018-19 and 2020-21 points, as data for the 2019-20 school year are missing during the Covid-19 pandemic. In 2020-21, the rate was approximately 55%, and for the final two years, 2021-22 and 2022-23, it remained stable.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

High School R/LA Accommodations. The percentage of high school students with IEPs on general R/LA assessments was similar to those for earlier grades. About 55% of students were assigned accommodations until 2014–15, when the rate dropped to an average of about 52% (see Figure 15).

Rates varied widely among states each year. For example, in 2022–23, rates varied from less than 1% to 96% for the 50 states and from 40% to 100% for the 10 unique states. Data were missing in 2022–23 for one of the 50 states and for one of the 10 unique states.

Figure 15. Average Overall Rates of Students with Assigned Accommodations on State Reading/Language Arts Assessments in High School Across Years

Figure 15 represents the average overall rates of high school students with assigned accommodations on state reading and language arts assessments for several school years. The vertical axis measures the percentage of students who had accommodations from 0% to 100% with 20% increments. The horizontal axis lists school years from 2007-08 to 2022-23. The data points show that from 2007-08 to 2013-14, the percentage of students with assigned accommodations fluctuated slightly between approximately 54% and 57%. There was a notable decrease in 2014-15 to roughly 47% percent, which remained steady through 2015-16. From 2016-17 to 2017-18, the rate fluctuated slightly, followed by a sharp increase to its peak of approximately 60% in 2018-19. During the Covid-19 pandemic, students did not complete assessments. This is represented by a dotted line that connects the 2018-19 and 2020-21 data points. In 2020-21 and 2021-22, the rate was approximately 53%, ending with a slight increase in 2022-23.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

R/LA Accommodations Summary

Across grades and years, the average percentage of students with IEPs assigned accommodations was fairly consistent. The main change occurred in 2014–15, when rates dropped. This drop might be due to policy changes in which states revised their accessibility policies to include “designated supports” for all students who needed them (Larson et al., 2020). Because of this shift, many tools that were once counted as accommodations were reclassified, which possibly reduced the percentage of students with IEPs assigned official testing accommodations.

Mathematics Accommodations

Grade 4 Mathematics Accommodations. The percentage of grade 4 students with IEPs assigned accommodations on general math assessments was similar to those for R/LA. Early averages were around 60%, but they dropped below 50% in 2014–15 (see Figure 16).

Rates varied widely among states each year. For example, in 2022–23, the rates ranged from less than 1% to 93% for the 50 states and from 46% to 100% for the 10 unique states. Data were missing in 2022–23 for one of the 50 states and for two of the 10 unique states.

Figure 16. Average Overall Rates of Students with Assigned Accommodations on State Mathematics in Grade 4 Across Years

Figure 16 displays the average overall rates of fourth grade students with assigned accommodations on state mathematics assessments across several years. The vertical axis represents the percentage of students with accommodations and ranges from 0% to 100% in increments of 20%. The horizontal axis covers academic years from 2007-08 through 2022-23. From 2007-08 to 2013-14, the rate remains stable, somewhere between 62% and 67%. In the 2014-15 school year, there is a notable drop to about 55%t. The rate then stays relatively stable again, hovering somewhere between 54% and 57% through the 2018-19 academic school year. There is no data point for 2019-20, which is indicated by a dotted line connecting the 2018-19 and 2020-21 points. This represents the Covid-19 pandemic when assessments were not delivered to students. From 2020-21 to 2022-23, the rate slightly increases from about 52% to 56%.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Grade 8 Mathematics Accommodations. The percentage of grade 8 students with IEPs assigned accommodations on general math assessments was about 65% until 2014–15, when it dropped to an average of about 51% (see Figure 17).

Rates differed widely among states each year. For example, in 2022–23, the range was less than 1% to 96% for the 50 states and 55% to 100% for the 10 unique states. Data were missing in 2022–23 for one of the 50 states and one of the 10 unique states.

Figure 17. Average Overall Rates of Students with Assigned Accommodations on State Mathematics in Grade 8 Across Years

Figure 17 represents the average overall rates of eighth grade students with assigned accommodations on state mathematics assessments across several years. The vertical axis represents the percent of students with accommodations from 0% to 100% in increments of 20%. The horizontal axis represents school years from 2007-08 to 2022-23. The data is plotted with a blue line and circular points. From the 2007-08 school year to 2013-14, the percentage of students with accommodations stays between approximately 64% and 69%. In 2014-15, there is a drop to just above 55%. For the remaining years, the rate fluctuates slightly, increasing at one point to about 60%. There is no data point for 2019-20, which is indicated by a dotted line between 2018-19 and 2020-21. This represents the Covid-19 pandemic when states were not required by the U.S. Department of Education to administer state assessments during the COVID-19 pandemic.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

High School Mathematics Accommodations. The percentage of high school students with IEPs assigned accommodations on general math assessments averaged about 58% until 2014–15, when it dropped to 47%, then increased over time to 55% in 2022-23 (see Figure 18). Rates varied widely among states each year. For example, in 2022–23, state rates ranged from less than 1% to 96% for the 50 states and from 41% to 100% for the 10 unique states. Data were missing in 2022–23 for two of the 50 states and for one of the 10 unique states.

Figure 18. Average Overall Rates of Students with Assigned Accommodations on State Mathematics in High School Across Years

Figure 18 displays the average overall rates of high school students with assigned accommodations for state mathematics assessments across several academic years. The vertical axis represents the percentage of students with accommodations, and ranges from 0% to 100% of 20% increments. The horizontal axis covers academic years from 2007-08 through 2022-23. The data is represented by a blue line with circular points. From the 2007-08 school year to 2013-14, the percentage of students with accommodations is relatively steady, staying between approximately 55% and 60%. There is a noticeable decline in the 2014-15 school year to approximately 47%. For the following years, the rate fluctuates between about 48% and 57%. There is no data point for the 2019-20 school year, shown by a dashed line segment between the 2018-19 and 2020-21 points. During the Covid-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments. After the pandemic, the overall rates of students with accommodations for mathematics assessments stayed relatively stable.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Mathematics Accommodations Summary

Overall, rates of assigned accommodations for math general assessments were similar to those for R/LA across grades and years (see also Appendix C). The most notable change occurred after 2014–15, when states revised accessibility policies and introduced designated supports for all students (Larson et al., 2020). As a result, tools that were once considered accommodations were reclassified, possibly leading to fewer students with IEPs assigned testing accommodations.

AA-AAAS Participation

Figure 19 shows the average percentage of students who took an Alternate Assessment based on Alternate Academic Achievement Standards (AA-AAAS) instead of a general assessment. These data address the federal law that no more than 1.0% of all students tested on a subject in a state may take an AA-AAAS.

Average participation rates for reading/language arts (R/LA) and mathematics were similar in most years. Rates increased slowly until 2015–16, when there was a larger increase. The increase was greater for R/LA than for mathematics. After the 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), which limited AA-AAAS participation to 1.0% of all tested students, average participation rates for both subjects dropped each year starting in 2016–17.

Figure 19. Average Overall Rates Across Grades of Total Tested Students Participating in AA-AAAS in Reading/Language Arts and Mathematics Across Years

Figure 19 is a grouped bar chart representing the average overall rates across grades of total tested students participating in Alternate Assessment based on Alternate Academic Achievement Standards (AA-AAAS) instead of a general assessment for reading/language arts and mathematics across several academic years. The vertical axis represents the participation rate and ranges from 0.% to 2.5% in increments of 0.5%. The horizontal axis covers a range of academic years from 2007-08 through 2022-23. A legend indicates the solid black bars represent Reading and diagonally striped bars represent Math. From the 2007-08 school year to 2014-15, participation rates for both subjects show a gradual, steady increase from approximately 1.0% to 1.25%. In the 2015-16 school year, there is a significant increase, with Reading reaching just above 2% and Math reaching about 1.65%. The rates remain elevated in 2016-17 and 2017-18 before beginning to decline in 2018-19. A thick vertical black line between the 2018-19 and 2020-21 academic years indicates missing data for 2019-20, representing the Covid-19 pandemic. Following this gap, the rates for both Reading and Math remain stable, hovering around 1.0% from 2020-21 to 2022-23. Because the total number of tested students in 2022-23 was not publicly available, the percentages for that year are based on the number of students enrolled instead of the number of tested students.

Note. Data for 2019-20 are missing because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments. Because the number of total tested students in 2022-23 was not publicly available, the percentages for that year are based on the number of students enrolled instead of the number of tested students.

Conclusions

Across years, participation and performance averages of students with IEPs were generally similar for reading/language arts (R/LA) and mathematics. However, mathematics showed larger drops in performance, especially in high school, where performance had been higher than in R/LA. In both subjects, participation and performance declined over time until 2021–22, when small increases were seen.

Two events may have influenced these participation and performance patterns:

New assessments in 2014–15: States adopted assessments aligned with college- and career-ready standards, which led to lower participation and performance among students with IEPs.
The COVID-19 pandemic: During 2019–20, assessments were not administered, followed by small increases in participation and performance when testing resumed.

Average state rates of students with IEPs assigned accommodations were also similar across subjects and grades. Rates stayed near 60% until 2014–15, when they dropped to about 55%. This timing matches the introduction of new accessibility policies that added designated supports—tools and features available to all students, not just those with IEPs. Many accommodations were reclassified as designated supports at that time, possibly reducing the numbers of students assigned accommodations.

Participation rates for the AA-AAAS were generally consistent between R/LA and mathematics from 2007–08 through 2022–23. Rates increased gradually until 2014–15, then rose sharply in 2015–16—especially for R/LA. Rates dropped again in 2018–19, following the enforcement of the 1.0% participation limit under the 2015 ESEA reauthorization.

Data Details

Data used in this report were from PART B IDEA section 618 Data Products: State Level Data files by the U.S, Department of Education.

For participation rates, we used the total number of students with IEPs enrolled in each subject at each grade level as the denominator. The number of students taking the state assessments in each subject and grade was the numerator.

For performance rates, we used the number of students with IEPs who participated in the assessment in each subject and grade, and received a score, as the denominator. The numerator was the number of students with IEPs who earned a proficient or above score in each subject and grade. Data in 2013-14 and 2014-15 included field-test data.

For accommodations rates, we used the number of students with IEPs who participated in the assessment in each subject and grade as the denominator. The numerator was the number of students with IEPs who were assigned one or more accommodations in each subject and grade.

For AA-AAAS participation, we used the number of students tested in each subject as the denominator. (In 2022-23, because of a lack of public data, we used the ELSi table generator to calculate the AA-AAAS participation rate based on all tested students. For high school, the average number of students across grades 9-12 from ELSi was used to represent the number of students tested at high school.) The numerator was the number of students who participated in each subject each year. This may have slightly underestimated the percentage of students participating in the AA-AAAS for 2022-23 because not all enrolled students participated in the state assessment.

For each set of data, missing data included data that were unavailable, removed because of data quality issues, or suppressed because the number of students was too small. For the 50 states, data were also considered missing if results were unavailable for both the general assessment and the AA-AAAS. This rule did not apply to the 10 unique states.

References

ETS. (2016). The road ahead for state assessments: What the assessment consortia built, why it matters, and emerging options. http://www.ets.org/pdfs/k12/road-ahead-for-state-assessments.pdf
Larson, E. D., Thurlow, M. L., Lazarus, S. S., & Liu, K. K. (2019). Paradigm shifts in states’ assessment accessibility policies: Addressing challenges in implementation. Journal of Disability Policy Studies, 30(4), 244–252. https://doi.org/10.1177/1044207319848071
Zinth, J., & Millard, M. (2015). Using assessments to inform 12-grade interventions and accelerations. ECS Education Policy Analysis. http://www.ecs.org/clearinghouse/01/18/05/11805.pdf

Appendix A: Assessment Participation of Students with IEPs

Reading/Language Arts (R/LA) Participation

Grade 3 R/LA Participation. Figure A-1 shows the overall R/LA assessment participation rates of students with IEPs in grade 3. In the early years, average participation rates were typically around 98% or higher. Over time, the rates dropped slightly, reaching about 96% of grade 3 students with IEPs. Each year, there were large differences among states. For example, in 2022–23, participation rates ranged from 80% to 100% for the 50 states and from 0% to 99% for the 10 unique states. Data were missing in 2022–23 for two of the 50 states and one of the 10 unique states.

Figure A-1. Average Overall Participation Rates of Students with IEPs in State Reading/Language Arts Assessment in Grade 3 Across Years

Figure A-1 displays the average overall participation rates of students with IEPs in state reading and language arts assessments for grade 3 across several years. The vertical axis represents the participation rate as a percentage, ranging from 0 to 100 in increments of 20. The horizontal axis represents the academic school years, from 2007-08 to 2022-23. The graph features a blue line with dots marking the data points for each academic year. From the 2007-08 school year through 2013-14, the participation rate is steady and remains above 98%. There is a slight dip in the 2014-15 academic year to approximately 95%, followed by a period of relative stability through 2018-19. A dotted line segment connects the 2018-19 data point to the 2020-21 data point, representing a gap in the data for the 2019-20 school year due to the COVID-19 pandemic. In the 2020-21 school year, the participation rate drops to approximately 85%. The rate recovers in the following years, returning to approximately 96% by the 2022-23 school year.

Note. Data for 2019-20 are not included because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments.

Grade 5 R/LA Participation. Figure A-2 shows the overall R/LA assessment participation rates of students with IEPs in grade 5. Average rates stayed above 95% until 2019-20, when assessments were not required because of the COVID-19 pandemic. Rates dropped below 85% in 2020–21 but returned to above 95% in both 2021–22 and 2022–23. As in other grades, participation rates varied widely among states. For example, in 2022–23, they ranged from 80% to 100% for the 50 states and from 18% to 100% for the 10 unique states. Data were missing in 2022–23 for two of the 50 states and two of the 10 unique states.

Figure A-2. Average Overall Participation Rates of Students with IEPs in State Reading/Language Arts Assessment in Grade 5 Across Years

Figure A-2 displays the average overall participation rates of students with IEPs in state reading and language arts assessments for grade 5 across several years. The vertical axis represents the participation rate as a percentage, ranging from 0 to 100 in increments of 20. The horizontal axis represents the academic school years, from 2007-08 to 2022-23. The graph features a blue line with dots marking the data points for each academic year. From the 2007-08 school year through 2013-14, the participation rate is steady and above 98%. There is a slight dip for the 2014-15 academic year, dropping to about 95%, followed by relative stability until 2018-19. A dotted line segment connects the 2018-19 data point to the 2020-21 data point, representing a gap in the data for the 2019-20 school year due to the COVID-19 pandemic. After the pandemic, in the 2020-21 school year, the participation rate drops to approximately 83%. The rate recovers in the subsequent years, reaching approximately 96% by the 2022-23 school year.

Note. Data for 2019-20 are not included because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments

Grade 6 R/LA Participation. Figure A-3 shows the overall R/LA assessment participation rates of students with IEPs in grade 6. Rates remained above 95% until the COVID-19 pandemic in 2019–20. Average participation was below 80% in 2020–21 but increased to 95% in 2021–22 and above 95% in 2022–23. Large differences among states continued each year. For example, in 2022–23, participation ranged from about 77% to 100% for the 50 states and from 0% to 99% for the 10 unique states. Data were missing in 2022–23 for one of the 50 states and none of the 10 unique states.

Figure A-3. Average Overall Participation Rates of Students with IEPs in State Reading/Language Arts Assessment in Grade 6 Across Years

Figure A-3 displays the average overall participation rates of students with IEPs in state reading and language arts assessments for grade 6 across several years. The vertical axis represents the participation rate as a percentage, ranging from 0 to 100 in increments of 20. The horizontal axis represents the academic school years, from 2007-08 to 2022-23. The graph features a blue line with dots marking the data points for each academic year. From the 2007-08 school year through 2013-14, the participation rate is steady and above 98%. There is a slight dip for the 2014-15 academic year, dropping to about 95%, followed by relative stability until 2018-19. A dotted line segment connects the 2018-19 data point to the 2020-21 data point, representing a gap in the data for the 2019-20 school year due to the COVID-19 pandemic. After the pandemic, in the 2020-21 school year, the participation rate drops to approximately 78%. The rate recovers in the subsequent years, reaching approximately 95% by the 2022-23 school year.

Note. Data for 2019-20 are not included because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments

Grade 7 R/LA Participation. Figure A-4 shows the overall R/LA assessment participation rates of students with IEPs in grade 7. Rates stayed above 95% until 2014–15, then dropped below 80% after the COVID-19 pandemic year when assessments were not required. Average rates were below 80% in 2020–21 and remained below 95% in 2021–22 and 2022–23. Participation rates continued to vary widely among states. For example, in 2022–23, they ranged from 77% to 100% for the 50 states and from 9% to 100% for the 10 unique states. Data were missing in 2022–23 for three of the 50 states and two of the 10 unique states.

Figure A-4. Average Overall Participation Rates of Students with IEPs in State Reading/Language Arts Assessment in Grade 7 Across Years

Figure A-4 displays the average overall participation rates of students with IEPs in state reading and language arts assessments for grade 7 across several years. The vertical axis represents the participation rate as a percentage, ranging from 0 to 100 in increments of 20. The horizontal axis represents the academic school years, from 2007-08 to 2022-23. The graph features a blue line with dots marking the data points for each academic year. From the 2007-08 school year through 2013-14, the participation rate remains steady and very close to 98%. There is a slight dip for the 2014-15 academic year, dropping to about 95%, followed by relative stability until 2018-19. A dotted line segment connects the 2018-19 data point to the 2020-21 data point, representing a gap in the data for the 2019-20 school year due to the COVID-19 pandemic. After the pandemic, in the 2020-21 school year, the participation rate drops to approximately 78%. The rate recovers in the subsequent years, reaching approximately 95% by the 2022-23 school year.

Note. Data for 2019-20 are not included because, during the COVID-19 pandemic, states were not required by the U.S. Department of Education to administer state assessments