What is the statistical relationship between changes in exclusion rates and gains in reading scores?
3. Are there differences in the severity of disabilities of excluded students in 1994 compared with 1998? 4. Were there differences in the exclusion rates in 1998 between the disabled students who were offered test accommodations and students who were not offered accommodations? 5. For states with the largest increases in exclusion rates, how would gains in reading scores have been affected, if 1994 and 1998 exclusion rates had been equal? Would individual state scores likely have been lower, if they had excluded the same percentage of students in the two assessment cycles? 6. What are the contributions of changes in students with disabilities versus students with limited English proficiency to the changes in exclusion? Before summarizing the findings to date with respect to these questions, it is important to point out that the decision to exclude students from the NAEP assessment because of a disability or limited English proficiency is not made by the Federal government. Rather, sta
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