State Public Assessment Reports for ELs with Disabilities
Notes: States with active links have policies that address English Learners (ELs) with disabilities. States with no active links either did not have a policy on their websites or had policy information available separately for ELs and students with disabilities. Some states use the term English language learner (ELL) or limited English proficient (LEP) on websites.
This page provides information for:
These links may not reflect changes on state websites after 8/1/2017.
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.
Alabama State does not have for regular assessment, but has for alternate Alaska State does not have for regular assessment, but has for alternate
Arizona California State does not have for regular assessment, but has for alternate CAPA Colorado State does not have for regular assessment, but has for alternate DLM
Idaho Illinois State does not have for regular assessment, but does for their alternate IAA
Maine Maryland State does not have for regular assessment, but has for alternates
Massachusetts Michigan Choose MI-ACCESS and edit report to see EL data Minnesota Choose "State Assessments" under Test Results on left menu then use magnifying glass icon to choose population shown
North Dakota OhioChoose Begin. Then choose state test results. Then choose link for disaggregated state data. this will bring up a new menu where both population flags can be chosen.
South Carolina ELA and Math | Science
Tennessee TexasState does not have for regular assessment, but has for alternate
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.