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PARA Accessible Reading Assessment Reports: Studying Less-Accurately Measured StudentsA report describing a small-scale study that closely examined a limited number of students to shed light on several questions. The study provided a preliminary look at the possibility of using teacher judgment in identifying students at most risk of being inaccurately measured by typical annual large-scale reading tests and examined some of the characteristics of such students. Findings from the study indicate that teacher judgment could be useful as one part of the procedure for identifying less-accurately measured students. The report includes anecdotal descriptions of students that suggest how various cognitive and affective factors such as slow processing and levels of engagement and anxiety, alone or in interaction, can distort the test performance of some students.
Published: October 2010
NCEO Synthesis Reports: Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2008 (#72)A report describing an assessment option permitted by federal regulations that give states the flexibility to offer an alternate assessment based on modified academic achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress but may not reach grade-level proficiency within the time period covered by their Individualized Education Program. Students who participate in an AA-MAS must have access to grade-level content. States are not required to offer this option. This report compiles, analyzes, and summarizes states' participation guidelines for the AA-MAS.
Published: September 2009
NCEO Technical Reports: Achieving Transparency in the Public Reporting of 2006-2007 Assessment Results (#53)A report summarizing States' reports on the participation and performance of students with disabilities by (a) submitting annual performance reports (APRs) to the U.S. Department of Education, and (b) publicly reporting state assessment data via their Web sites and other communication avenues. Both APRs and public reports provide important information, although the two may be slightly different in how the data are presented. This report analyzes the public reporting of disaggregated data for students with disabilities. It is the eleventh such report by NCEO, and this analysis, for school year 2006-2007, also marks the fifth data cycle since the passage of the No Child Left Behind Act (NCLB) of 2001.
Published: July 2009
NCEO English Language Learners (ELLs) with Disabilities Reports: Middle School Principals' Perspectives on Academic Standards-Based Instruction and Programming for English Language Learners with Disabilities (#22)A report from a study following up on the findings of earlier NCEO research on instructional services and leadership for English language learners (ELLs) with disabilities. This study looked at a group of principals of middle schools making adequate yearly progress with ELLS and students with disabilities, and addressed three issues: (1) services and programs offered for ELLs with disabilities, (2) sources of instructional strategy information specific to ELLs with disabilities, and (3) the principal's role in supporting teachers' use of instructional strategies for ELLs with disabilities.
Published: September 2008
NCEO Synthesis Reports: States' Alternate Assessments Based on Modified Achievement Standards (AA-MAS) in 2007 (#67)This year 2007 report summarizes the publicly available information about alternates based on modified achievement standards (AA-MAS). It describes the formats and eligibility criteria for five states with an AA-MAS, and further information on another state intending to administer one in the 2008-09 school year. It also describes how states' AA-MAS differ from states' regular assessments, including assessment characteristics and incorporated accommodations.
Published: December 2007
NCEO Synthesis Reports: Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities (#60)This year 2006 report presents an analysis of where flexibility is allowed or controlled (standardized) in the development of alternate assessments based on alternate achievement standards for students with significant cognitive disabilities. The authors identify key challenges in evaluating data and technical quality given the flexibility of this population's instructional goals. Further, they address specific points for policymakers and assessment leaders to consider regarding the degree of flexibility or standardization they might design into these alternate assessment systems, including clarifying state values and goals, research and development, assessment format, and evaluating technical quality.
Published: June 2006
PARA Accessible Reading Assessment Reports: State Accommodations Policies: Implications for the Assessment of ReadingA report presenting the results of an analysis of the accommodations that are included in state accommodations policies and guidelines. The purpose of the analysis was to learn more about 10 accommodations that may have specific implications for the assessment of reading: audio-video equipment, Braille, large print, proctor/scribe, read-aloud directions, read-aloud questions, repeat/re-read/clarify directions, sign interpret directions, sign interpret questions, and sign responses to sign language interpreter. Much controversy has surrounded the use of some accommodations on statewide assessments used for accountability purposes. This report examines the variation across states for this group of accommodations.
Published: June 2006
NCEO Technical Reports: Analyzing Results of Large-Scale Assessments to Ensure Universal Design (#41)This year 2005 report illustrates one method for determining whether items on an assessment are functioning differentially for students with disabilities in comparison to their peers without disabilities. The report describes various statistical techniques used with a large statewide dataset for a mathematics assessment, and describes ways to compensate for lack of statistical power when looking at small group sizes. The report concludes that items can be flagged for review using differential functioning or other types of analysis.
Published: July 2005
NCEO Technical Reports: Going public: What 2000-2001 Reports Tell Us about the Performance of Students with Disabilities (#35)This year 2003 report examines the extent to which states publicly reported information about students with disabilities in statewide assessments in 2000-2001. The report describes state assessment systems and examines published state department of education reports for participation and performance data disaggregated by students with disabilities. It also includes analyses of achievement gaps by content area for grades 4, 8 and 10. Recommendations on reporting are also provided.
Published: April 2003
NCEO Synthesis Reports: A Report of a Standard Setting Method for Alternate Assessments for Students with Significant Disabilities (#47)This year 2002 report presents one state's use of the "body of work" approach toward standard setting to determine performance level cut scores for an alternate assessment developed for students with the most significant disabilities. It describes the rationale and design the state used in its portfolio assessment, followed by a detailed description of the standard setting process, including information on time and resource constraints, areas of potential contamination and bias in the approach, and the importance of range-finding and pin-pointing phases for this approach.
Published: October 2002- English Language Proficiency (ELP) AssessmentsFormats: Online
This page provides information on English language proficiency assessments.
Published: 2021-02-01 - Alternate AssessmentsFormats: Online
This page provides information on alternate assessments based on alternate academic achievement standards for students with the most significant cognitive disabilities.
Published: 2021-02-01 - Assessment Participation of Students with DisabilitiesFormats: Online
This page has links to states with assessment participation policies that include information on students with disabilities.
Published: 2021-02-01 - Graduation Requirements for Students with DisabilitiesFormats: Online
This page has links to state policies on graduation requirements and diplomas that address students with disabilities.
Published: 2021-02-01 - State Defined Alternate DiplomasFormats: Online
Sheryl Lazarus presented "State Defined Alternate Diplomas” in an NCEO and NTACT webinar.
Published: 2017-11-17 - How NCLB Affects Students with DisabilitiesFormats: Online
This testimony was presented at a hearing before the Committee on Education and Labor.
Published: 2007-03-29 - NCEO Reports: How Students Who Take the AA-AAAS Are Included in State Systemic Improvement Plans (SSIP): An Analysis of FFY 2021 SSIPs (#449)
This report presents the findings of an analysis of states’ FFY 2021 State Systemic Improvement Plans (SSIPs) that examined how students who participate in the alternate assessment based on alternate academic achievement standards (AA-AAAS) were included in State-identified Measurable Results (SiMRs) related to student performance. Students who take the AA-AAAS have the most significant cognitive disabilities. This analysis revealed significant gaps in how students who take the AA-AAAS were included in these improvement efforts.
Published: April 2025 - NCEO Reports: Updated State Discussion Guide: Communicating Assessment Data to Empower SSIP Stakeholders (#448)
The purpose of this discussion guide is to support SEAs and local education agencies (LEAs) in states with assessment-related State-Identified Measurable Results (SiMRs) in communicating assessment data in ways that are useful to stakeholders, and in improving data literacy among stakeholders so they can meaningfully participate in key State Systemic Improvement Plan (SSIP) improvement efforts. States are required to develop and implement an SSIP, which is a multi-year plan designed to improve outcomes for students with disabilities, and to commit to a SiMR focused on student outcomes. The guide is organized around five steps that SEAs can take to better communicate data to stakeholders involved in the SSIP process.
Published: April 2025 - NCEO Reports: 2021-22 Participation Guidelines and Definitions for Alternate Assessments Based on Alternate Academic Achievement Standards (#440)
This report provides an update to previous analyses of the guidelines, definitions, and criteria states have developed for making decisions about alternate assessment based on alternate academic achievement standards (AA-AAAS) participation. This report provides an analysis of the 2021-22 policies of the 50 states and the District of Columbia. We analyzed criteria that should be used and factors that should not be used to determine participation, the state definitions of “most significant cognitive disabilities,” the information provided to parents about the AA-AAAS, mentions of English learners in materials related to the AA-AAAS, exemption and non-exemption materials regarding participation, and the content areas for which participation decisions are made.
Published: June 2023 - NCEO Brief: Including Students with Disabilities in K-2 Academic Assessments (#28)
This Brief provides an overview of issues related to the inclusion of students with disabilities and English learners with disabilities in early grade (i.e., K-2) assessments. State academic assessments are required by the Elementary and Secondary Education Act (ESEA) starting in grade 3. Academic assessments administered in earlier grades often are used to measure progress or growth, for instructional decision making, to predict grade 3 summative assessment performance, and for tracking literacy for reading guarantees. Even though the Individuals with Disabilities Education Act (IDEA) requires that students with disabilities participate in state and district-wide assessments administered before grade 3, these students have sometimes been excluded. This Brief also suggests strategies for improved practices.
Published: November 2022