註釋 The National Assessment of Educational Progress (naep), a survey of national trends in educational achievement, is attempting to expand its inclusion of students with disabilities or limitations that have previously caused them to be excluded from the assessment. The study described was a precursor to the 1996 changes in naep inclusion procedures. It was conducted in conjunction with the 1994 State naep fourth grade reading assessment. Study questions about exclusion and assessibility were addressed by collecting independent information on a four state sample of students selected for the 1994 fourth grade reading Trial State Assessment (tsa) who had also been identified by their local schools as having the Individualized Education Plans of special education. The final sample involved 416 students from 123 schools. Of these students, 185 had been excluded from the tsa and 231 were designated as "included," even though a few were absent on the day the tsa was administered. Results suggest that a high proportion of students with disabilities can and should participate in the naep reading assessment, but the current naep instrument does not provide sufficient accuracy in the lower achievement ranges to support disaggregated reports of proficiency levels for these students. If the goal is to achieve a level of measurement that would allow information about these students to contribute to the estimates of states' overall performances, the large majority of fourth graders are assessable on the current instrument. Suggestions are given for modifying the naep instrument. Appendixes discuss calculating the criterion for assessibility and regression functions for prediction of scores. (Contains 10 figures and 21 tables.) (Sld). 