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- Accommodations Toolkit: Word Prediction: ResearchFormats: Online
This fact sheet on word prediction is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on word prediction as an assessment accessibility feature or accommodation.
Published: 8/31/2021 - NCEO Reports: A Summary of the Research on the Effects of K–12 Test Accommodations: 2018 (#423)
The purpose of this report is to present a synthesis of the research on test accommodations for U.S. elementary and secondary students (K–12) published in 2018. The academic literature described here encompasses empirical studies of performance comparability, investigations into accommodations use, implementation practices, and perceptions of the effectiveness of accommodations. During 2018, 11 research studies were published on the topic of testing accommodations in the U.S. elementary and secondary education system.
Published: February 2021 - Accessibility and Accommodations for ELs with DisabilitiesFormats: Online
This page has links to state content test and English language proficiency assessment accessibility and accommodation policies that address English learners (ELs) with disabilities.
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 - Formative AssessmentFormats: Online
This page provides information on formative assessment.
Published: 2021-02-01 - State Public Assessment Reports for ELs with DisabilitiesFormats: Online
This page has links to state pages with assessment reports that include disaggregated data for English learners with disabilities.
Published: 2021-02-01 - NCEO Reports: A Summary of the Research on the Effects of K–12 Test Accommodations: 2017 (#418)
The purpose of this report is to provide a synthesis of the research on K-12 testing accommodations. In this report, we summarize the research published in 2017. Previous reports by NCEO have covered research published since 1999. During 2017, 14 research studies were published on the topic of testing accommodations in the elementary and secondary education system. The academic literature described here encompasses empirical studies of performance comparability and validity studies as well as investigations into accommodations use, implementation practices, and perceptions of the effectiveness of accommodations.
Published: August 2020 
Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or GuardiansThis Brief for parents or guardians of students who are English learners answers questions about communicating with teachers when English is a challenge, and the benefits of successful communication. Good parent-educator communication is key to determining appropriate accessibility features and accommodations for students. This Brief was developed by NCEO’s “ Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.
Published: December 2019
Improving Instruction Briefs: Building Successful Partnerships Between the School Principal, Families, and Communities: information for PrincipalsThis Brief for principals answers questions about communicating with parents or guardians for whom communicating in English is a challenge. Good parent-educator communication is key to determining appropriate accessibility features and accommodations for students. This Brief was developed by NCEO’s “ Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.
Published: December 2019
Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or GuardiansThis Brief for parents or guardians of students who are English learners answers questions about working with a language interpreter. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “ Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.
Published: December 2019
Improving Instruction Briefs: Working with Language Interpreters: Information for PrincipalsThis Brief for principals answers questions about working with a language interpreter for families whose children are English learners. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “ Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.
Published: December 2019
Improving Instruction Briefs: Working with Language Interpreters: Information for TeachersThis Brief for teachers answers questions about working with a language interpreter for families whose children are English learners. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “ Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.
Published: December 2019
NCEO Reports: A Review of the Literature on Computerized Speech-to-Text Accommodations (#414)This literature review describes what research conducted between 2008 and 2018 tells the field about the use of computerized speech-to-text (STT) technology tools by K-12 and post-secondary students with disabilities. Speech-to-text tools often are installed on school-provided computers or tablets and thus may be widely available to students for instructional use. The report highlights what the available literature tells us about the characteristics of students who used STT for instruction and assessment, and the methodologies and outcome variables associated with those studies; the implementation of STT tools; and the effect of the technology on academic outcomes for students with different types of disabilities.
Published: August 2019
Proceedings of the 1% Cap National Convening: Supporting States in Implementing ESSA's 1% State-level Cap on Participation of Students in the AA-AAASThis Proceedings document was developed to provide a summary of the 1% National Convening that took place in Boston on October 18 and 19, 2018. More than 200 individuals gathered to listen to each other, share ideas, and develop state-level action plans. The purpose of the Convening was to support states as they work with local education agencies to implement the Every Student Succeeds Act (ESSA) requirement of a 1% cap on the participation of students with the most significant cognitive disabilities in the alternate assessment aligned with alternate academic achievement standards (AA-AAAS). The Proceedings document includes appendices and links to resources that were shared by states and others at the Convening.
Published: December, 2018
NCEO Brief: Students with Disabilities and Chronic Absenteeism (#15)The purpose of this Brief is to provide information about chronic absenteeism and possible implications for students with disabilities when a state selects it as a measure of school quality or student success. It highlights both the benefits and potential risks in light of requirements in the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act (ADA). The Brief also suggests actions that states might consider taking to address chronic absences among students with disabilities at the state and local levels as they work to include this new measure in accountability systems.
Published: April 2018
NCEO Newsletter: February 2017 issueFormats: OnlineIn this issue, new NCEO activities and products are highlighted. NCEO is excited to be collaborating with the University of Texas in the new National Deaf Center on Postsecondary Outcomes (see New Deaf Center Grant). Other NCEO collaborations are reflected in its work with ACHIEVE on diplomas for students with disabilities, and in its work on the state defined alternate diploma with the National Technical Assistance Center on Transition (NTACT). A new report by NCEO provides baseline information on how states are addressing the exit of English learners (ELs) with disabilities from EL services (see How States Make Exit Decisions...). Finally, in this issue we provide some updates on NCEO's DIAMOND project activities.
Published: February 2017
NCEO Newsletter: October 2016 issueFormats: OnlineThis issue highlights the news of NCEO's continued funding. It also summarizes several new reports. These include a report on the pre-session to the National Conference on Student Assessment, a forum on Common Language for States and Assessment Vendors. Consistent with the need for common language is the Accessibility Manual developed through the Council of Chief State School Officers. Information on the contents and tools in this new manual is provided here, along with links to the manual that is available to all states to adapt as desired. Another report highlighted here is the recent NCEO report that examines high school assessment accommodation policies of ACT, SAT, PARCC, and Smarter Balanced; this report raises issues of differences in policies and procedures that are likely to affect many students with disabilities. Finally, this issue highlights recent snapshot reports of assessment and accommodations data submitted by states' special education divisions to the U.S. Department of Education. These snapshots highlight assessment participation, use of accommodations, and performance on assessments.
Published: October 2016
NCEO Reports: A Summary of the Research on the Effects of Test Accommodations: 2013-2014 (#402)This report provides 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. We summarize 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. Key issues under investigation include how accommodations affect test scores, how educators and students perceive accommodations, and how accommodations are selected and implemented.
Published: May 2016- V1-2: Teachers Working Together to Identify Student NeedsFormats: Online
A special education teacher and math teacher discuss the possible need for accommodations for a student. They discuss how the student is performing in class and what strategies they have tried to address her needs.
Published: 2014-05-05 - V1-3: Special Education Teacher Communicating with ParentsFormats: Online
A special education teacher calls a parent to discuss how her daughter is performing in her classes. They discuss how they can work together to make sure she is completing her assignments.
Published: 2014-05-05