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- NCEO Newsletter: February 2022 issueFormats: Online
This issue highlights (1) information about a participation communication toolkit that NCEO recently released with customizable resources, sample social media posts, and other resources that can be used when communicating about why it is important for students to participate in state tests; (2) a new series for school leaders on including students with disabilities in assessments; (3) two new resources on the assessment of English learners with disabilities; (4) a new publication about including deaf students in assessments; (5) an article that several NCEO staff wrote for the National Association of State Boards of Education (NASBE) on ensuring students with disabilities leave school ready to succeed; and (6) information on sessions on upcoming conferences that include NCEO staff.
Published: February 2022 
NCEO Newsletter: June 2018 issueFormats: OnlineIn this issue, we highlight several upcoming events, plus a couple of new reports available from NCEO. First, the upcoming pre-conference session to the National Conference on Student Assessment (NCSA) in June in San Diego. The pre-conference session will focus on the use of speech-to-text. Following that is a listing of the sessions in which NCEO staff are participating during the NCSA conference, as well as at the International Test Commission Conference in Montreal at the beginning of July. Also highlighted in this issue are two new reports.
Published: June 2018
NCEO Technical Reports: Good News and Bad News in Disaggregated Subgroup Reporting to the Public on 2005-2006 Assessment Results (#52)A report analyzing the public reporting of disaggregated data for students with disabilities by the National Center on Educational Outcomes (NCEO). This analysis, which is the 10th done by NCEO, is for school year 2005/2006 and it marks the fourth data cycle from the passage of the No Child Left Behind Act (NCLB) of 2001. On this tenth anniversary, NCEO presents both the good news and bad news for 2005/2006 reporting and summarizes other observed trends.
Published: December 2008
NCEO Reports: Principios y Características de Sistemas Inclusivos de Evaluación en un Escenario de Evaluación Cambiante (#400 Spanish)This document is a Spanish translation of the fourth in a series of Principles documents produced by the National Center on Educational Outcomes (NCEO). NCEO revisited and revised its 2008 Principles for inclusive assessment systems to respond to the many changes in the current educational assessment context. The revised Principles reflect a broader perspective that acknowledges that the Principles should apply not only for students with disabilities but also for English learners (ELs) and ELs with disabilities, as well as to all types of assessments in assessment systems. Similar to previous documents, it is designed to identify the principles and characteristics of inclusive assessment systems. Content is in Spanish.
Published: January 2016- NCEO Newsletter: June 2021 issueFormats: Online
In this issue, we highlight several new resources on using interim assessments to measure what students with disabilities know and can do. We also provide information on NCEO presentations at upcoming conferences, describe new reports, and new videos for parents of students with significant cognitive disabilities. Information is also provided about a project where NCEO is working as the accessibility lead.
Published: 2021-05-30 - NCEO Reports: The Development of Common Terminology: Adding Accessibility Features to the Common Education Data Standards (CEDS) (447)Formats: PDF
The National Center on Educational Outcomes (NCEO) collaborated with the Common Education Data Standards (CEDS) initiative to standardize accessibility feature terms for assessments. Historically, terminology varied, so NCEO and the CEDS initiative worked with state education agencies, test vendors, and assessment consortia to create common definitions. This effort aimed to improve communication and ensure equitable assessment opportunities for students, particularly for students with disabilities, English learners, and English learners with disabilities. Once finalized, the definitions were submitted to the CEDS initiative for inclusion in their data elements. This report presents the final list of standardized accessibility feature definitions.
Published: March 2025 - NCEO Reports: A Summary of the Research on the Effects of K–12 Test Accommodations: 2022 (#444)Formats: PDF
This report presents a synthesis of the research literature published in 2022 on testing accommodations for U.S. elementary and secondary students (K–12). The National Center on Educational Outcomes (NCEO) has reported on accommodations research since 1999. In 2022, NCEO identified four research studies on testing accommodations that met the criteria for inclusion.
Published: August 2024 - Accommodations Toolkit: Clarify/Simplify/Repeat Directions: ResearchFormats: Online
This fact sheet on clarify/simplify/repeat directions is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of clarify/simplify/repeat directions as an accessibility feature or accommodation.
Published: 12/14/2021 
1% Toolkit: Frequently Asked Questions on AA-AAAS (NCEO Tool #5)The 2015 Every Student Succeeds Act (ESSA) 1.0% cap on state-level participation rates in the alternate assessment aligned to alternate academic achievement standards (AA-AAAS) generated questions answered by the U.S. Department of Education in this Frequently Asked Questions on AA-AAAS. This FAQ tool includes questions that were asked by state personnel during the October 2018 1% Cap National Convening: Supporting States in Implementing ESSA’s 1% State-level Cap on Participation of Students in the AA-AAAS held in Boston, Massachusetts, during the NCEO 1% Community of Practice (CoP) and during NCEO’s Peer Learning Group 2 (PLG 2). The questions are listed in this tool by topic, and include the date the question was answered by the U.S. Department of Education.
Published: September 2019
NCEO Synthesis Reports: A Summary of the Research on the Effects of Test Accommodations, 2011-2012 (#94)A report providing an update on the state of the research on testing accommodations as well as to identify promising future areas of research. Previous reports by NCEO have covered research published since 1999. NCEO summarizes the research to review current research trends and enhance understanding of the implications of accommodations use in the development of future policy directions, implementation of current and new accommodations, and valid and reliable interpretations when accommodations are used in testing situations. For 2011 and 2012, 49 published research studies on the topic of testing accommodations were found. The studies in 2011-2012 demonstrated several similarities when viewing them in comparison with previous research, especially in relation to the 2009-2010 studies examined in NCEO's previous accommodations research review.
Published: September 2014- NCEO Data ViewerFormats: Online
An interactive database allowing users to access data compiled by researchers at the Institute's National Center on Educational Outcomes (NCEO) on students with disabilities in the U.S. educational system. Two major databases are currently available:
• State policies on assessment participation and accommodations for students with disabilities.
• Annual performance reports from states and other education entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA).
Through the database users may create customized reports - including charts and maps - based on criteria they choose.
Published: 2009 - Present 
NCEO Newsletter: October 2013 issueFormats: OnlineAn issue highlighting findings from the 2012 survey of states, information on two new NCEO products--a tool that groups can use to build consensus on a topic, and a report covering current state policies on accommodations for delivering assessments orally. It also profiles an innovative online training for educators to improve decisions made about accommodations for individual students. Finally, this issue focuses on three manuals developed collaboratively by states, the Council of Chief State School Officers (CCSSO), and NCEO, and published by CCSSO, to help guide accommodations decision-making.
Published: October 2013- NCEO Newsletter: February 2021 issueFormats: Online
This issue highlights a new video series for parents of students with significant cognitive disabilities. The videos focus on various aspects of supporting the learning of their children at home. Currently available videos address routines at home, helping with academics at home, foundations of communications at home, and communications at home. This issue also highlights a new Brief that NCEO published on using pre-assessment to plan instruction for students with disabilities during distance education, as well as a review of the literature on literacy assessment and instruction practices for English learners with significant cognitive disabilities. Additionally, there is an article about eight tools which were developed with states that were members of several Peer Learning Groups (PLGs) organized by NCEO on topics related to addressing the 1% threshold on participation in alternate assessments based on alternate academic achievement standards (AA-AAAS). Finally, we have a list of sessions that include NCEO staff who will be participating in the upcoming virtual Council for Exceptional Children (CEC) Convention and Expo.
Published: February 2021 
NCEO Newsletter: June 2019 issueFormats: OnlineIn this issue, we highlight sessions in which NCEO will participate during the upcoming National Conference on Student Assessment in Orlando, Florida. We also highlight recent NCEO reports, including two that address expectations for students with disabilities—one a longer report that examines what we know in the context of policy, practice, and evidence from the implementation of reforms (Students with Disabilities in Educational Policy, Practice, and Professional Judgment: What Should We Expect?); and the second a brief that provides suggestions for policymakers, states, and technical assistance providers (Revising Expectations for Students with Disabilities). A new Data Analytics that provides national and state trends on students with disabilities and their categories of disability also is highlighted. A report that updates state graduation policies for students with disabilities concludes the NCEO reports highlighted in this issue. We conclude this issue by summarizing a new report from the DIAMOND Project, Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and Accommodations.
Published: June 2019
Trends in the Participation and Performance of Students with Disabilities (NCEO Brief)A brief describing the results of an analysis of trends in the public reporting of state assessment results for students with disabilities. The analysis was conducted on a compilation of publicly reported assessment data gathered from state Web sites and personnel during the data collection for four previous analyses completed by the Institute's National Center on Educational Outcomes (NCEO). These data were supplemented with data obtained from current state education Web sites. This trend analysis covered the years 2001-02 to 2004-05, and examined both participation and performance. The goal of the analysis was to determine:
- Whether progress has been made by states in publicly reporting the participation and performance of students with disabilities on state assessments
- The nature of trends in the four years of participation and performance data for students with disabilities.
This brief is based on the 2008 report, Technical Report 50: Trends in the Participation and Performance of Students with Disabilities, published by NCEO.
Published: 2008- NCEO Brief: Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations (#34)
Many students with disabilities use accessibility features and accommodations during instruction and when taking assessments. It is important to consider teacher perceptions and experiences when making accessibility decisions. The National Center on Educational Outcomes (NCEO) synthesized and summarized research conducted between 1999 and 2022 on the perceptions of teachers regarding accommodations. Based on this research on teachers’ perceptions of accommodations, NCEO suggests several strategies that could improve practice.
Published: February 2024 - NCEO Newsletter: June 2023 issueFormats: Online
In this issue, we highlight some new NCEO products, as well as several upcoming events. The first article is about two new tools that can be used to develop state and district assessment participation action plans. Next is an article about gaps in the accommodations research literature. This issue includes a summary of all the sessions in which NCEO is participating during the National Conference on Student Assessment (NCSA). Finally, there is an article on the forum on What Does Meaningful Accessibility Really Mean? that follows NCSA. The article includes information on how to register for the forum.
Published: June 2023 
NCEO Newsletter: October 2018 issueFormats: OnlineIn this issue, we highlight a report from the forum on speech-to-text and scribing that was held as a presession to the National Conference on Student Assessment. Several other NCEO reports are highlighted as well, including one on a literature review on measuring ELP progress of ELs with disabilities and ELs, one on publicly reported assessment results, and three on state assessment participation, performance, and accommodations data. Finally, this issue provides information on a new resource that is coming soon from NCEO's TIES Center, an Impact issue on inclusive education for K-8 students with the most significant cognitive disabilities.
Published: October 2018
NCEO Newsletter: October 2014 issueFormats: OnlineAn issue highlighting the launching of the 2014 NCEO Survey of States, summaries of two new reports on accommodations on English language proficiency assessments for low-incidence disabilities, and resources available from the July 2014 Webinar on "Successfully Transitioning Away from the 2% Assessment." Many of these resources are applicable to states seeking ways to improve use of data to identify intervention approaches, provide access to instruction, and improve implementation of standards-based Individualized Education Programs (IEPs). This issue also contains a short survey about the NCEO e-newsletter itself.
Published: October 2014- Accommodations Toolkit: Magnification: States’ Accessibility Policies, 2022Formats: Online
This summary of states’ accessibility policies for magnification is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 6/8/2022