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NCEO Synthesis Reports: States' Flexibility Waiver Plans for Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) (#96)A report compiling, analyzing, and summarizing what states said about the Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) in their waiver applications. The U.S. Department of Education offered these waivers to states that requested flexibility from some of the Elementary and Secondary Education Act accountability requirements. The states' waiver applications included information that pertained to the AA-AAS, alternate achievement standards, and the students with disabilities who participate in the AA-AAS.
Published: 2014
NCEO Newsletter: June 2014 issueFormats: OnlineAn issue highlighting some of NCEO's recent work on the survey of states which will be sent in the fall of 2014, the transition from the alternate assessment based on modified achievement standards (AA-MAS), and sessions of interest at the National Conference on Student Assessment in New Orleans, June 25-27, 2014.
Published: June 2014
NCEO Newsletter: June 2013 IssueFormats: OnlineAn e-newsletter issue highlighting the whirlwind of changes affecting assessments - the CCSS, the assessment consortia, shifting assessment policies, flexibility waivers, and more - and how they all relate to students with disabilities.
Published: June 2013
NCEO Synthesis Reports: Accommodations: Results of a Survey of Alabama Special Education Teachers (#81)A report containing the findings from a survey of 2,336 special education teachers in the state of Alabama on making and implementing decisions about accommodations. A number of areas of strength were noted in the survey responses provided by this large sample of Alabama special education teachers. The special education teachers who responded to the survey demonstrated overall knowledge of accommodations use, despite the challenging items presented to them. Nevertheless, there is an evident need for professional development on making accommodations decisions and on implementing accommodations for instruction and assessment.
Published: November 2010
PARA Accessible Reading Assessment Reports: Accessible Reading Assessments for Students with Disabilities: The Role of Cognitive, Grammatical, Lexical, and Textual/Visual FeaturesA study examining the characteristics of reading test items that may differentially impede the performance of students with disabilities. By examining the relationship between select item features and performance, the study seeks to inform strategies for increasing the accessibility of reading assessments for individuals from this group. The results of this study can help the assessment community in two ways. First, by elaborating on some test accessibility features, this report may serve as a guideline for those who are involved in test development and the instruction and assessment of students with disabilities. Second, and more importantly, this report provides methodology for examining other features that may have a major impact on assessment outcomes for students with disabilities.
Published: November 2010
NCEO Policy Directions: Aligning Alternate Assessments to Grade Level Content Standards - Issues and Considerations for Alternates Based on Alternate Achievement Standards (#19)This year 2007 report provides states with information on issues that complicate alignment of alternate assessments based on alternate achievement standards. It also provides information on existing alignment models that can be used for alignment studies.
Published: November 2007
Parent Training & Information Center Webinar on Alternate Assessments Based on Modified Academic Achievement StandardsA Webinar providing information about Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) to Parent Training and Information Centers & Community Parent Resource Centers. AA-MAS are assessments that some states use to evaluate the performance of a small group of students with disabilities. Most states offering AA-MAS had phased it out by 2014.
Federal legislation requires that all students be included in accountability systems, but some students with disabilities need accommodations to access assessments. AA-MAS is an assessment option for some students with an Individualized Education Program (IEP) whose progress to date, in response to appropriate instruction, is unlikely to achieve grade-level proficiency within the school year covered by the IEP. Students who are assessed with this option are required to have instruction in grade-level content. Students qualifying for an AA-MAS may be from any disability category.
Published: October 9, 2007
PARA Accessible Reading Assessment Reports: What Do State Reading Test Specifications Specify?A report examining state assessment blueprints or test specifications for state reading assessments. The No Child Left Behind Act requires all states to assess student reading, but each state is responsible for selecting what will be tested and how in its large-scale statewide assessments. As part of this process, states develop standards with which both instruction and assessments are expected to align. State standards for reading vary by definition and focus from state to state. The authors of this paper looked at:
- Themes related to the purposes and constructs of assessments
- How those themes related to state standards
- The number of items assigned to particular constructs
- The types of items typically found in statewide assessments
Published: June 2007
PARA Accessible Reading Assessment Reports: Examining Differential Distractor Functioning in Reading Assessments for Students with DisabilitiesA report examining the incorrect response choices, or distractors, of students with disabilities in standardized reading assessments. Differential distractor functioning (DDF) analysis differs from differential item functioning (DIF) analysis, which treats all answers alike and examines all wrong answers against the correct answer. DDF analysis, in contrast, examines only the wrong answers. If different groups, such as students with disabilities and students without disabilities, preferred different incorrect responses to an item, then the item could mean something different to the different groups. The authors found items showing DDF for students with disabilities in grade 9, but not for grade 3. Results also suggest that items showing DDF were more likely to be located in the second half of the assessments rather than the first half. Additionally, results suggest that in items showing DDF, students with disabilities were less likely to choose the most common distractor than their non-disabled peers. Results of this study can shed light on potential factors affecting the accessibility of reading assessments for students with disabilities.
Published: January 2007
PARA Accessible Reading Assessment Reports: Examining Differential Item Functioning in Reading Assessments for Students With DisabilitiesA report examining group differences between students with disabilities and students without disabilities using differential item functioning (DIF) analyses in a high-stakes reading assessment. Results indicated that for grade 9, many items exhibited DIF and these were more likely to be located in the second half of the assessment subscales. After accounting for reading ability, when compared to their non-disabled peers, students with disabilities consistently under-performed on items located in the second half relative to the items located in the first half. These results were seen in grade 9 for data from two different states, but these results were not seen for grade 3. This study has several limitations to the data. There was no access to information about the testing accommodations that students with disabilities might have received, and no information about the type of disabilities. Results of this study can shed light on potential factors affecting the accessibility of reading assessments for students with disabilities, in an ultimate effort to provide assessment tools that are conceptually and psychometrically sound for all students.
Published: January 2007- How to Develop State Guidelines for Access Assistants: Scribes, Readers, and Sign Language InterpretersFormats: Online
A manual offering states a tool to assist in the development or enhancement of guidelines for access assistants. Whether a state already has guidelines or is just in the process of establishing them, this manual will provide structure to the process and many examples of criteria already included by states.
Published: 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 English Language Learners (ELLs) with Disabilities Reports: Graduation Exam Participation and Performance (1999-2000) of English Language Learners with Disabilities (#2)This year 2005 report examines the participation and performance of English learners with disabilities on the Minnesota Basic Standards Test, used for graduation, in 1999-2000. The report presents results for this subgroup in reading and math in the initial test administration in grade 8.
Published: May 2005
NCEO English Language Learners (ELLs) with Disabilities Reports: 2000-2001 Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-based Assessments (#4)This year 2004 report analyzes the performance of English learners with disabilities on the Minnesota Comprehensive Assessments in grades 3 and 5, which were used to track progress toward high academic content standards.
Published: June 2004
NCEO Minnesota Assessment Project Reports: Effect of a Multiple Day Test Accommodation on the Performance of Special Education Students (#34)Formats: OnlineThis year 2000 report presents a study on the effect of allowing students with disabilities to take a reading test over multiple days versus taking the test within one day.
Published: December 2000- NCEO Minnesota Assessment Project Reports: Data on LEP students in State Education Reports (#26)Formats: Online
This year 2000 report examines the extent that states publicly reported participation and performance data for English learners for school year 1997-1998.
Published: August 2000 - NCEO Minnesota Assessment Project Reports: Factors Related to the Performance of LEP Students on Basic Standards Tests (#27)Formats: Online
This year 2000 report summarizes factors related to the performance of students from non-English language backgrounds in Minnesota state assessments in school years 1996 through 1998.
Published: July 2000 - Alternate Assessment Forum: Connecting into a WholeFormats: Online
A report summarizing the discussion sessions during the Third Annual Alternate Assessment Forum held in 2000. One hundred thirty-five representatives from 39 states plus American Samoa participated in a forum on June 23-24, 2000 in Salt Lake City, Utah to discuss alternate assessment. Representatives were primarily state department of education staff, but also included some local or regional education staff, university staff, parents, and test publisher staff, all of whom have played major roles in helping states develop their alternate assessment systems. The forum, a third annual pre-session to the CCSSO National Large Scale Assessment Conference, was co-sponsored by the Regional Resource and Federal Centers (RRFCs), the Council of Chief State School Officers (CCSSO), the National Association of State Directors of Special Education (NASDSE), and the National Center on Educational Outcomes (NCEO).
Published: 2000 
NCEO Synthesis Reports: Enhancing Communication: Desirable Characteristics for State and School District Educational Accountability Reports (#30)Formats: OnlineA report summarizing a 1997 meeting of members of a study group within the State Collaborative on Assessment and Student Standards, Assessing Special Education Students, which is made up of assessment and special education representatives, to develop a list of necessary, desirable, and succinct characteristics of good state and district educational accountability reports. A checklist of desirable characteristics for state and school district accountability reports is included.
Published: January 1998