Following a push to make "the nation's report card" better reflect the academic performance of all children in America's schools, most states boosted the numbers of students with disabilities and English-language learners who participated in the 2011 reading and math tests that are part of the National Assessment of Educational Progress (NAEP). But many states still have far to go to reach the inclusion targets set for them last year by federal policymakers. Overall, the numbers of 4th and 8th grade students who took NAEP and were identified as having disabilities or being English-language learners rose in 2011, continuing a longer-term trend that began more than a decade ago when NAEP first allowed students to use accommodations, such as additional time, when taking the exams. But to further drive up inclusion rates for students with disabilities and English-learners, especially in states and school districts that continue to exclude large numbers of such students, the National Assessment Governing Board--the independent body that makes policy for NAEP--set inclusion targets last year for states to meet in the 2011 reading and math exams. To ensure that "the nation's report card" is a nationally representative sample of students, the federal testing program selects potential testtakers from a state's entire population at each grade level. State and district educators then may exclude students whose language difficulties or disabilities make test-taking impractical. A state's exclusion rate is the percentage of students from these categorical groups that are removed from testing.