This study presents recalculated data from the National Assessment of Educational Progress (NAEP) 1998 reading assessment that includes results from special-needs students (students with disabilities and limited-English-proficient students) who were tested with accommodations, but in order to preserve comparability with NAEP's trend reporting, were not included in the 1998 report card. The report also examines the relationship, by participating state or other jurisdiction, between reading performance and varying state exclusion rates for special needs students.
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