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- Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with Communication at HomeFormats: Online
This video describes ways that parents with students with disabilities can help support their child’s communication development at home, and provides sources for more information.
Published: November 2020 
Forum on Evaluating Educator Effectiveness: Critical Considerations for Including Students with DisabilitiesFormats: PDFA report summarizing the discussion at the Forum on Evaluating Educator Effectiveness held in June 2012 in Minneapolis. Thirty-six individuals representing a dozen states, four testing companies, and six other organizations participated in the forum, which was a pre-session to the Council of Chief State School Officers National Conference on Student Assessment, and was a collaboration of the Assessing Special Education Students State Collaborative on Assessment and State Standards and the National Center on Educational Outcomes. Its purpose was to address the challenging issues that exist in including students with disabilities and their teachers in educator evaluation systems, and to provide state representatives and other interested parties with an opportunity to meet and share their perspectives on this topic, particularly in light of the changing nature of accountability systems across the United States. This report summarizes the introductory material provided to participants, and presents a summary of the discussions in three facilitated topic discussion sessions focusing on including assessment results of students with disabilities, using IEP goals or student learning objectives, and developing a balanced model for educator effectiveness evaluations.
Published: 2012
Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Vietnamese translation)Formats: PDFThis Brief, translated into Vietnamese, explains how parents or guardians of students who are English learners can develop successful communication with teachers. 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: June 2020
Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Spanish translation)Formats: PDFThis Brief, translated into Spanish, explains how parents or guardians of students who are English learners can develop successful communication with teachers. 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: June 2020
Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Traditional Chinese translation)Formats: PDFThis Brief, translated into Traditional Chinese, explains how parents or guardians of students who are English learners can develop successful communication with teachers. 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: June 2020
Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Simplified Chinese translation)Formats: PDFThis Brief, translated into Simplified Chinese, explains how parents or guardians of students who are English learners can develop successful communication with teachers. 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: June 2020
Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or Guardians (Arabic translation)Formats: PDFThis Brief, translated into Arabic, explains how parents or guardians of students who are English learners can develop successful communication with teachers. 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: June 2020- Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with the Foundations of Communication at HomeFormats: Online
This video provides parents and siblings of students with disabilities with tips on how they can support the development of communication skills of their child (or sibling) at home, and provides other sources for more information.
Published: November 2020 
NCEO Reports: 2015-16 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#407)This is the nineteenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2015-16 assessment data for students with disabilities "to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children," as required by the Individuals with Disabilities Education Act (IDEA). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.
Published: July 2018
NCEO Reports: 2013-14 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#401)This is the seventeenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) require states to disaggregate participation and performance data at the state level. The ESEA flexibility waivers that many states received also require states to report for the "all students" group as well as for all of the subgroups, including students in special education, as long as the number of students in a subgroup is equal to or above the minimum reporting number defined by the state. This report presents information on publicly reported participation and performance data for the 50 regular states and the 11 unique states. Recommendations are offered to states for the public reporting of disaggregated data for students with disabilities.
Published: February 2016
NCEO Synthesis Reports: Science Alternate Assessments based on Alternate Achievement Standards (AA-AAS) During School Year 2014-2015 (#99)A report that analyzes the characteristics of states' science alternate assessments based on alternate achievement standards (AA-AAS) in 2014-2015. Federal law requires that all students, including students with disabilities, participate in state assessments used for accountability purposes. It also requires states to assess students in several content areas, including science. Most students with disabilities take the general science assessment with or without accommodations, but a few students with the most significant cognitive disabilities participate in AA-AAS. Although federal regulations do allow states to define the complexity, depth, and breadth of the AA-AAS, the apparent lack of consistency in the domains assessed suggests that some students with significant cognitive disabilities may not be getting access to the same rigorous grade-appropriate content.
Published: November 2015- NCEO Newsletter: October 2024 issueFormats: Online
NCEO’s October 2024 newsletter features several new NCEO publications. The first article is about several reports published by a project affiliated with NCEO that share findings of research studies about students who shifted from the alternate assessment to the general assessment. The next article is about how states address the federal requirement that 95% of students participate in state assessments used for accountability. This is followed by an article on the unintended consequences of improved accessibility on state tests, and an article about the accommodations research literature.
Published: October 2024 - MIDAS Project Reports: A Mixed Methods Study on Teaching Students Who Moved From the AA-AAAS to General State Assessment (#102)Formats: PDF
This report presents the findings of a study that examined the successes and barriers that teachers faced when instructing students with disabilities who have moved from the alternate assessment based on alternate academic achievement standards (AA-AAAS) to the general state assessment. For this study, classroom observations and teacher interviews were conducted in three states.
Published: July 2024 - NCEO Brief: Steps to Equitably Include Deaf Students in Assessments (#25)
Standardized tests have many uses in education. For example, they are used to document student achievement, measure progress, and determine readiness for postsecondary education or employment. However, deaf students often do not have equitable access to standardized tests. This Brief is jointly written by the National Center on Educational Outcomes (NCEO) and the National Deaf Center on Postsecondary Education (NDC). It provides three key steps to support deaf students in standardized testing.
Published: December 2021 
NCEO APR Snapshot Briefs: 2014-2015 APR Snapshot #14: Assessment Accommodations Use by Students Receiving Special Education Services (#14)Formats: OnlineThis report provides information on the number of students with disabilities using accommodations and the performance of these students on the general statewide assessment used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2014-2015 school year, we present information on accommodations for reading and mathematics statewide assessments administered to grade 8 students (and grade 4 to show a comparison to grade 8 data).
Published: July 2017
White Paper on English Language Learners with Significant Cognitive DisabilitiesFormats: PDFThis White Paper was developed by the Administration, Accessibility, and Accommodations Task Management Team (AAA TMT) to provide the English Language Proficiency Assessment for the 21st Century (ELPA21) states with recommendations for ways to include their English language learners (ELLs) with the most significant cognitive disabilities in an assessment of their English language proficiency. The ELPA21 states are developing a college- and career-ready assessment of English language proficiency (ELP). This assessment is designed for all ELLs except those who have the most significant cognitive disabilities.
Published: January 2016
Instructing and Assessing English Learners with Significant Cognitive DisabilitiesFormats: PDFThe purpose of this report is to identify an evidence base on best practices in English language arts instruction for English learners (ELs) with significant cognitive disabilities whose family may use another language in the home. This report also provides recommendations for important first steps to ensure that ELs with significant cognitive disabilities have access to grade-level curriculum and instruction.
Published: September, 2015
NCEO State Surveys: State Special Education Outcomes 1994: A Report on How States are Assessing Educational Outcomes for Students with DisabilitiesFormats: PDFA report on NCEO's survey of states conducted in 1993 to address the needs of state directors, policymakers and others for information about current state activities in multiple outcomes areas: Knowledge, skills, status, and attitudes of students with disabilities. It also addresses issues related to change over time in accountability and assessment activities. The specific questions this survey focused on were: (1) What effect the activities outlined in Goals 2000: The Educate America Act have on state special education service delivery systems, (2) What efforts states are making to develop learner goals and related assessments, (3) How broadly the NCEO model of educational outcomes and indicators has been disseminated and used within state and local educational agencies, and (4) The extent to which students with disabilities are participating in statewide achievement assessments now being used by states.
Published: March 1995
NCEO Synthesis Reports: Opportunity-to-Learn Standards (#14)Formats: PDFThis report provides an overview of the use of the term "Opportunity to learn (OTL) standards in recent (1994) legislation, alternative perspectives on OTL standards, and state practices in the implementation of OTL standards. We examine how students with disabilities are treated in discussion of OTL standards, how people propose to measure OTL, and major issues surrounding the concept of OTL standards. Implications for students with disabilities are discussed, and we conclude with several recommendations.
Published: July 1994
NCEO Synthesis Reports: Making Decisions About the Inclusion of Students with Disabilities in Large-Scale Assessments: A Report on a Working Conference to Develop Guidelines on Inclusion and Accommodations (#13)Formats: PDFThis report is a summary of a meeting held in Washington, D.C. on March 9-10, 1994. Much of the focus of this meeting was on the challenges faced in making decisions about inclusion and accommodations for students with disabilities on the National Assessment of Educational Progress (NAEP). The content of this report and the recommended guidelines also have applicability for state large-scale assessments.
Published: April 1994