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NCEO APR Snapshot Briefs: 2011-2012 APR Snapshot #9: AA-AAS Participation and Performance (#9)Formats: OnlineThis report summarizes Alternate Assessment based on Alternate Achievement Standards (AA-AAS) data used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2011-2012 school year, we present information on the number of students participating in the AA-AAS and the performance of those students.
Published: June 2016- V3-3: Individualized Education Program (IEP) Team MeetingFormats: Online
An Individualized Education Program (IEP) team meeting is held at school. The student's mother, teachers, and the school principal talk about the read-aloud accommodation for math and how it will be implemented in classes.
Published: 2014-05-05 
NCEO Policy Directions: Successfully Transitioning from the AA-MAS to the General Assessment (#22)A report exploring how federal policy initiatives such as the flexibility waivers for accountability are requiring that states transition away from the use of an alternate assessment based on modified achievement standards (AA-MAS). It is expected that those students who had participated in that assessment will instead participate in the state's general assessment (or a Race-to-the-Top consortium assessment if the state belongs to one). It is important that this transition be successful. Much has been learned through the development of the AA-MAS and its implementation. These lessons learned form the basis for ensuring the successful transition from the AA-MAS to the general assessment. Indeed, the lessons learned from the AA-MAS provide important information for all states as they strive to ensure that their general assessments are appropriate for a broad range of students. This Policy Directions offers suggestions for strategies to move the students currently participating in the AA-MAS to the general assessment.
Published: February 2014
NCEO Synthesis Reports: 2012 State Policies for Accommodations Used to Deliver Assessments Orally (#91)A report examining the wide variation across states in their accommodations policies for Human Reader, Text to Speech, and Pre-recorded Audio. The results of the analyses in the report can inform states and the general assessment consortia--PARCC and Smarter Balanced--as they plan for the transition to their new assessments. Among other things, the report provides an easy way to develop a crosswalk of policies on these accommodations to the new consortia policies.
Published: August 2013; revised January 2014
NCEO Brief: Participation Guidelines for New Assessments: Thinking Through Their Development (#3)A brief -- the third in a series for the Race to the Top Assessment Consortia -- addressing the need for the Consortia to develop shared assessment participation criteria for students with disabilities, English language learners (ELLs), and ELLs with disabilities. It presents information that shows the variability in member state assessment participation rates and criteria. This brief also identifies ways to address the perspectives underlying variability in participation rates and the questions that Consortia may need to ask as they develop their common participation criteria.
Published: June 2011
NCEO Synthesis Reports: States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2010 (#82)A report updating the information gathered by the National Center on Educational Outcomes (NCEO) in previous reports. Since 2007, NCEO has annually compiled, analyzed, and summarized states' participation guidelines for the Alternate Assessment based on Alternate Achievement Standards (AA-MAS). The purpose of this report is to update the information gathered from previous reports. As of November 2010, 17 states - California, Connecticut, Georgia, Indiana, Kansas, Louisiana, Maryland, Michigan, Minnesota, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, Tennessee, Texas, and Virginia - had publicly available participation guidelines for an assessment the state considered to be an AA-MAS. As of February 2011, four states - Kansas, Louisiana, North Carolina, and Texas - had successfully completed the U.S. Department of Education's peer review process that determines whether the assessment fulfills the necessary requirements for the state to receive federal funds.
Published: May 2011
PARA Accessible Reading Assessment Reports: Cognitive and Achievement Differences Between Students with Divergent Reading and Oral Comprehension Skills: Implications for Accessible Reading Assessment ResearchA study examining the question, "Are there any analysis of the Woodcock-Johnson III Battery (WJ III) data that might shed light on learner characteristics that differentiate students whose measured reading performance is below what might be considered their optimal/predicted reading performance?" The WJ III norm sample spans preschool through late adulthood and includes a diverse array of individually administered cognitive and achievement tests. Although the data set is not ideally designed for studying LAMR and MAMR (Less and More Accurately Measured Readers) effects, the results of an analysis of the WJ III data are potentially informative for research and development efforts focused on large-scale accessible reading assessment programs.
Published: May 2010- NCEO Data ViewerFormats: Online
An interactive database allowing users to access data compiled by researchers at the Institute's National Center on Educational Outcomes (NCEO) on students with disabilities in the U.S. educational system. Two major databases are currently available:
• State policies on assessment participation and accommodations for students with disabilities.
• Annual performance reports from states and other education entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA).
Through the database users may create customized reports - including charts and maps - based on criteria they choose.
Published: 2009 - Present 
Trends in the Participation and Performance of Students with Disabilities (NCEO Brief)A brief describing the results of an analysis of trends in the public reporting of state assessment results for students with disabilities. The analysis was conducted on a compilation of publicly reported assessment data gathered from state Web sites and personnel during the data collection for four previous analyses completed by the Institute's National Center on Educational Outcomes (NCEO). These data were supplemented with data obtained from current state education Web sites. This trend analysis covered the years 2001-02 to 2004-05, and examined both participation and performance. The goal of the analysis was to determine:
- Whether progress has been made by states in publicly reporting the participation and performance of students with disabilities on state assessments
- The nature of trends in the four years of participation and performance data for students with disabilities.
This brief is based on the 2008 report, Technical Report 50: Trends in the Participation and Performance of Students with Disabilities, published by NCEO.
Published: 2008
PARA Accessible Reading Assessment Reports: Examining DIF, DDF, and Omit Rate by Discrete Disability CategoriesA report describing a study of differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) for one third grade and one fifth grade statewide reading test for three disability groupings: students with speech/language impairments, learning disabilities, and emotional/behavioral disorders. The study found substantive DIF/DDF only for students with learning disabilities, not for students with speech/language impairments or emotional/behavioral disorders. Furthermore, examination of response characteristic curve graphs showed that DIF/DDF did not necessarily indicate an item had statistical bias against students with learning disabilities. Rather, low-performing students with learning disabilities more often than low-performing students without disabilities appeared to choose wrong answers randomly rather than selecting the most appealing wrong answers. The researchers concluded that there was no evidence of test bias for students with disabilities in the state reading tests examined in the study.
Published: December 2007- Testimony of Rachel Quenemoen, Before the Committee on Education and the Workforce, United States House of RepresentativesFormats: Online
This testimony was presented at the Hearing on No Child Left Behind: Ensuring High Academic Achievement for Limited English Proficient Students and Students with Disabilities, before the Committee on Education and the Workforce, United States House of Representatives.
Published: 2006-07-26 
NCEO Limited English Proficiency Projects Reports: Connecting English Language Proficiency, Statewide Assessments, and Classroom Proficiency (#5)This year 2004 report presents information on the link between academic language, language proficiency tests, and performance on standardized assessments for ELs in grades 3, 5 and 11. Measures in the study included two language proficiency measures, teacher ratings of classroom samples, and two state achievement tests.
Published: August 2004
NCEO Limited English Proficiency Projects Reports: Relationships Between a Statewide Language Proficiency Test and Academic Achievement Assessments (#4)This year 2004 report presents a study on Minnesota's English learner performance on the Test of Emerging Academic English in comparison to English learner and English fluent student reading performance on Minnesota's Comprehensive Assessment in grades 3 and 5, and the Basic Skills Tests in grade 8.
Published: August 2004- NCEO Limited English Proficiency Projects Reports: The Effects of a Simplified English Language Dictionary on a Reading Test (#1)Formats: Online
This year 2001 report presents a study that examined whether using a monolingual simplified English dictionary as an accommodation on a reading test with Hmong language background English learners improved test performance.
Published: March 2001 
NCEO Technical Reports: Assessment Accommodations Research: Considerations for Design and Analysis (#26)Formats: OnlineThis year 2000 report provides an overview of considerations for designing and analyzing research on assessment accommodations. It explains several group and single subject research designs as well as general analytic strategies such as item response theory, factor analysis, and criteria-related analysis. The report also provides a few recommendations for conducting research on accommodations.
Published: December 2000
NCEO Synthesis Reports: Issues and Considerations in Alternate Assessments (#27)Formats: OnlineThis 1997 report describes and discusses issues around the design of alternate assessments for students with disabilities.
Published: January 1997- Accommodations Toolkit: Human Read-Aloud: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for human read-aloud is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - NCEO Parent Fact Sheets: Engaging Culturally and Linguistically Diverse Families (Fact Sheet #5 - Educator)
This Fact Sheet provides educators with strategies that will help them engage culturally and linguistically diverse families and their children. These strategies can help overcome the challenges of gaps in communication, cultural differences, culturally responsive teaching, and understanding home culture and individual students’ characteristics, including disability and English learner status. Additional strategies are provided for working with culturally and linguistically diverse families whose children have disabilities or are receiving English language development services.
Published: 9/21/2023
