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NCEO Synthesis Reports: Computer-Based Testing: Practices and Considerations (#78)A report exploring the context of computer-based testing (CBT), current state computer-based tests, and considerations for students with disabilities, in part as follow-up to a similar exploration that occurred in the early 2000s when just a few states were beginning to develop and implement CBT for their state assessments. CBT has emerged as one of the recent "innovative" approaches to assessments most pursued by states. CBT is lauded as the answer to having cheaper and speedier test delivery for state and district-wide assessments. It is also seen by some as an avenue toward greater accessibility for students with disabilities. Nine considerations for states and districts are presented.
Published: September 2010
NCEO Synthesis Reports: States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2009 (#75)A report updating information in previous National Center on Educational Outcomes (NCEO) reports that, since 2007, have annually compiled, analyzed, and summarized states' participation guidelines for the Alternate Assessments based on Modified Achievement Standards (AA-MAS). As of October 2009, 14 states had publicly-available participation guidelines for an assessment they considered to be an AA-MAS. Results from this study suggest that states are continuing to develop or update their participation guidelines.
Published: March 2010
PARA Accessible Reading Assessment Reports: Examination of a Reading Pen as a Partial Auditory Accommodation for Reading AssessmentA report evaluating the effectiveness of a reading pen as a Partial Auditory Accommodation for large scale reading assessments when the pen is used only to pronounce words on demand. Four research questions were addressed:
- To what extent does use of the reading pen on a standardized test of reading affect scores?
- To what extent is there a different effect for students with disabilities and students without disabilities?
- Regardless of disability status, to what extent does use of the reading pen affect the scores of students with adequate fluency?
- What are students' perceptions of the helpfulness of the reading pen?
Published: February 2010
NCEO Synthesis Reports: 2007 State Policies on Assessment Participation and Accommodations for Students with Disabilities (#69)A 2008 report updating the National Center on Educational Outcomes' (NCEO) report from 2006 that tracked and analyzed state policies on assessment participation and accommodations since 1992. The purpose of the current analysis is to update information on these policies that was last reported by NCEO in 2006 (based on 2005 data). In this analysis, policies from all 50 states, plus 8 of the unique states, were reviewed. The current analysis of states' 2007 participation and accommodation policies found that state policies on participation and accommodation continue to evolve, and that they have become more detailed and specific than in previous years.
Published: December 2008
NCEO Technical Reports: Revisiting Graduation Requirements and Diploma Options for Youth with Disabilities: A National Study (#49)A document reporting on National Center on Educational Outcomes' (NCEO) fourth study of state graduation requirements for students with disabilities. This national study was designed to describe current variations across states in high school exit exam practices and the use of alternative diploma/credentialing options. The study also examines the intended and unintended consequences for students when they are required to pass exit exams to receive a high school diploma, and the intended and unintended consequences of using single or multiple diploma options for students with disabilities.
Published: December 2007
A State Guide to the Development of Universally Designed AssessmentsA resource guide describing universal design for assessments -- an approach to educational assessment based on principles of accessibility for a wide variety of end users. Elements of universal design include inclusive test population; precisely defined constructs; accessible, non-biased items; tests that are amenable to accommodations; simple, clear and intuitive instructions and procedures; maximum readability and comprehensibility; and maximum legibility. The purpose of this guide is to provide states with strategies for designing tests from the very beginning, through conceptualization and item construction, field-testing, item reviews, statewide operationalization, and evaluation. The objective is to create tests that present an accurate measure of the knowledge and skills of the diverse population of students enrolled in today's public schools.
Published: 2006
NCEO English Language Learners (ELLs) with Disabilities Reports: Policymaker Perspectives on the Inclusion of English Language Learners with Disabilities in Statewide Assessments (#8)This year 2005 report describes how state educational agencies are including English learners with disabilities in statewide assessments and supporting local education agencies in their communication of assessment results to families. The study involved telephone interviews with state department personnel in the areas of assessment, English learner programs, and special education in states with large and small populations of English learners.
Published: August 2005
NCEO Out-of-Level Testing Project Reports: States' Procedures for Ensuring Out-of-Level Test Instrument Quality (#14)This year 2004 report describes a study on how states ensure that out-of-level tests used in their states are of appropriate quality. The report draws on narrative data from technical information on states' large-scale assessment systems and interviews from state assessment directors or others with comparable knowledge about the state's large-scale assessment.
Published: September 2004- NCEO Out-of-Level Testing Project Reports: Rapid Changes, Repeated Challenges: States' Out-of-Level Testing Policies for 2003-2004 (#13)
This year 2004 report summarizes a 2003-2004 state policy review of out-of-level testing, and compares these findings to a prior policy review on out-of-level testing conducted in 2000-2001. The first policy review in 2000-2001 included 12 states, and the updated review includes 17 states that allow out-of-level testing.
Published: September 2004 
NCEO Technical Reports: State Literacy Standards, Practice, and Testing: Exploring Accessibility (#38)This year 2004 report reviews state reading standards, addresses alternative modes for student interaction with print, and analyzes the correspondence between reading standard requirements and the modes of interaction with print. It concludes by identifying implications for instruction, assessment and related issues. The authors consider this paper to be a first step in exploring how students can access print in order to more widely promote student access to standards, instruction and assessments.
Published: May 2004- NCEO Out-of-Level Testing Project Reports: Reporting Out-of-Level Test Scores: Are These Students Included in Accountability Programs? (#10)
This year 2003 report describes the extent to which scores for students with disabilities tested out-of-level were reported publicly in state accountability documents for the years 1999-2001. The report includes results of follow-up telephone calls with state personnel to clarify the results of the document review. The report concludes with three challenges to reporting out-of-level testing data.
Published: October 2003 
NCEO Technical Reports: A Summary of Research on the Effects of Test Accommodations: 1999 through 2001 (#34)This year 2002 report summarizes 46 empirical research studies on accommodations published between 1999 through 2001. The report describes the characteristics of the studies: purpose, type of assessment and content, participants, research design, findings, and limitations. Observations from the analysis are given with recommendations for future research, including considerations in assessment design and standardization (i.e., universal design) to reduce the need for accommodations.
Published: December 2002
NCEO Technical Reports: Are We There Yet? Accountability for the Performance of Students with Disabilities (#33)This year 2002 report identifies and describes state accountability systems to determine the degree that public documents clearly articulate whether students with disabilities are included in accountability calculations. Primary indicators addressed in state systems included student performance on statewide assessments, Performance growth, attendance rates, and dropout rates. The review found that only a handful of states clearly counted all students with disabilities in accountability determinations for schools.
Published: November 2002- English Learners (ELs)Formats: Online
This page provides an overview on the student population of English learners.
Published: 2021-02-01 - General Assessments of Academic ContentFormats: Online
This page provides information on state general content assessments.
Published: 2021-02-01 - Policy HistoryFormats: Online
This page describes the important policy milestones related to students with disabilities in education over time.
Published: 2021-02-01 - College- and Career-Ready StandardsFormats: Online
This page provides an overview on college and career ready standards.
Published: 2021-02-01 - NCEO HistoryFormats: Online
This page describes the people involved in the beginning of NCEO’s work and the breadth and growth of that work over the years.
Published: 2021-02-01 - NCEO Parent Fact Sheets: State Testing of Your Child Who is an English Learner (Parent Fact Sheet #4)
This Fact Sheet summarizes the resources that are available specifically to students who are English learners who take state tests. The more parents know about these test resources, the more they can ensure that their child’s test performance contributes to measures of how well the school has met the needs of all children in the school. This Fact Sheet offers tips on how to be involved in decisions about providing resources to one’s child, and also how to prepare a child for state tests in academic subjects. It is is part of a set of Fact Sheets developed by NCEO to provide accessible materials for parents about state assessments.
Published: 8/14/2023 - NCEO Brief: School Psychologists’ Role in Accommodations Decision Making (#32)
Students’ learning and achievement in schools are regularly monitored formally and informally through classroom, district, and state assessments. School psychologists have a specialized understanding of data-based decision making, consultation, provision of academic assessment and intervention services, and the special education eligibility process. The accommodations decision-making process is one area where school psychologists can provide valuable knowledge and expertise to support students with disabilities in instruction and assessment. This Brief explains a five-part framework for educators and other specialists who serve students, including school psychologists, to use in the selection, administration, and evaluation of accommodations for the instruction and assessment of all students, including students with disabilities and English learners.
Published: July 2023