State Policies
By Policy Topic

State Public Assessment Reports for Students with Disabilities

These links may not reflect changes on state websites after 1/1/2019.

If you cannot find the information you are looking for from the listings below, you may look for it on individual State's education agency websites.

Also, see NCEO's Annual Performance Reports.

Alabama
Alaska Choose viewing all results without filtering
Arizona
Arkansas See: ACT Aspire State-Level Portal Reports Spring 2018
California
Colorado
Connecticut
Delaware Change "Sub-group" to "Student w. Disability"
District Of Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas In Assessments and Accountability menu choose Performance level report and downlaod full report.
Kentucky Choose State Report Card.
Louisiana Scroll down for reports by test, year, and disaggregated data. Not all are disaggregated.
Maine Choose Interactive Reports on top menu for page to choose subgroup data.
Maryland
Massachusetts
Michigan
Minnesota Choose "State Assessments" under Test Results on left menu then use magnifying glass icon to choose population shown.
Mississippi

Missouri Choose menu items for student data by IEP status.
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico See proficiencies webfile links
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina Go to Demographics to locate students with disabilities
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin Look in WSAS menu at top left for different assessment results.
Wyoming

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NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.

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