National Center on Educational Outcomes (NCEO)
The National Center on Educational Outcomes (NCEO) focuses on the inclusion of students with disabilities, English learners, and English learners with disabilities in instruction and assessments. The scope of NCEO’s work includes issues related to accessibility of assessments across the comprehensive assessment system including formative assessment practices, classroom-based assessments, diagnostic assessments, interim assessments, and summative assessments.
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Latest News and Publications
A Historical Review of Alternate Assessment and 1% Cap (NCEO Report 450)
The history of alternate assessments and the 1.0 percent participation cap on state-level participation rates is deeply rooted in federal education legislation. From1994 to 2025, federal legislation, regulations, and Department of Education guidance to states aimed to ensure that all students, including those with the most significant cognitive disabilities, are included in state accountability systems while maintaining appropriate standards and oversight. This report traces this policy history and the ways in which states have responded through evolving practices, waivers, and compliance strategies.
State Discussion Guide for Communicating SSIP Data with Stakeholders (NCEO Report 452)
Federal law requires states to engage stakeholders in the State Performance Plan/Annual Performance Report (SPP/APR), especially for the State Systemic Improvement Plan (SSIP). A communication plan is a crucial tool for this process, helping teams effectively share data and information. NCEO facilitated a Peer Learning Group with 58 participants from 26 states to collaboratively develop a planning guide, ensuring messaging is accessible and meaningful, fostering transparency and trust. Teams can use this guide to create targeted strategies for different audiences.
A Summary of the Research on the Effects of K–12 Test Accommodations: 2023 (NCEO Report 451)
This report presents a synthesis of the research literature published in 2023 on testing accommodations for U.S. elementary and secondary students with disabilities. Most studies examined implementation practices and stakeholder perceptions of accommodations.