Public Comments on NAEP and Students with Disabilities and English Language Learners

Below are comments submitted to the Governing Board on expert panel recommendations on uniform national rules for testing of students with disabilities (SD) and English language learners (ELL) on the National Assessment of Educational Progress (NAEP). The comments are reprinted here verbatim and have not been edited.

Organizations:

• American Federation of Teachers - SD, ELL

• American Psychological Association

• Association of Assistive Technology Act Programs

• Californians Together Center for Law and Education

• Center for Research on Evaluation, Standards and Student Testing

• Consortium for Citizens with Disabilities

• Council for Exceptional Children

• Council of Great City Schools

• Education Information Management Advisory Consortium

• Global Institute for Language and Literacy Development

• The Governing Board-CCSSO Policy Task Force

• International Reading Association

• Mexican American Legal Defense and Educational Fund

• National Association of State Directors of Special Education

• National Center for Education Statistics

• National Center for Learning Disabilities

• National Down Syndrome Society and National Down Syndrome Congress

• National Education Association - SD, ELL

• National Tri-Caucus Board Development Association

• Teachers of English to Speakers of Other Languages Florida - Bureau of Exceptional Education and Special Services

State Education Departments:

• California - Special Education Division

• Bambi J. Lockman Florida - Bureau of Exceptional Education and Special Services

Teachers and School Officials:

• Ed Amundson Sacramento City Unified School District and Austin Naughton Los Angeles Unified School District

• Mary Campbell Los Angeles Unified School District

• Judy Elliott Los Angeles Unified School District

Parents and Others:

• Miriam Freedman, school attorney - SD, ELL

• Richard Innes education policy analyst

Those who delivered only oral statements at the hearings:

• Officials - Paula Mosley, Los Angeles Unified School District

• Parents - Ruth Altista; Evita Armas (Loyola Center for Equity for English Language Learners); Fran Goldfarb (University of Southern California Disability Center) Ann Kinkor; Gabriella Ortiz; Walter W. Richardson; and Marta Suarez

The National Assessment of Educational Progress is the only nationally representative, continuing evaluation of the condition of education in the United States. It has served as a national yardstick of student achievement since 1969. Through the Nation's Report Card, NAEP informs the public about what American students know and can do in various subject areas and compares achievement between states, large urban districts, and various student demographic groups.
The National Assessment Governing Board is an independent, bipartisan board whose members include governors, state legislators, local and state school officials, educators, business representatives and members of the general public. Congress created the 26-member Governing Board in 1988 to oversee and set policy for NAEP.
The National Assessment of Educational Progress (NAEP) is a congressionally authorized project sponsored by the U.S. Department of Education. The National Center for Education Statistics, within the Institute of Education Sciences, administers NAEP. The Commissioner of Education Statistics is responsible by law for carrying out the NAEP project.