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- Students With DisabilitiesFormats: Online
This page provides an overview on the population of students with disabilities.
Published: 2021-02-01 - Test SecurityFormats: Online
This page provides information on test security for assessments.
Published: 2021-02-01 - Universal Design of AssessmentsFormats: Online
This page provides an overview on universal design for assessments.
Published: 2021-02-01 
Successfully Transitioning Away from the 2% Assessment: Frequently Asked QuestionsFormats: PDFOn August 23, 2013, the U.S. Department of Education published a proposed rollback of the regulation that allowed the alternate assessment based on modified achievement standards (AA-MAS). In February 2014, a meeting was held for states to develop plans to transition away from the AA-MAS. During the meeting, states had the opportunity to ask question of the U.S. Department of Education's Office of Special Education Programs (OSEP), as well as other experts, about the use of data, accommodations, standards-based IEPs, and universal design. This set of Frequently Asked Questions represent commonly asked questions raised during this meeting.
Published: July 2014
NCEO Technical Reports: Inclusion of Students with Disabilities in National and State Data Collection Programs (#2)Formats: PDFThis year 1992 report summarizes the extent to which individuals with disabilities were represented in national and state data collection programs. After 30 different data collection programs were identified for potential evaluation, 9 of them were reviewed. The extent to which students with disabilities were included in state outcomes assessment activities was evaluated through a survey of state directors of special education. Findings include statistics on the percent of students with disabilities being excluded, issues related to exclusion guidelines, and issues stemming from the lack of representation of students with disabilities in national outcome measures.
Published: March 1992- A State Discussion Guide to Understanding, Developing and Sustaining Balanced Assessment Systems That Are Inclusive of All Students
This state discussion guide is designed to facilitate discussions within state education agencies about how to create and sustain a balanced assessment system that is inclusive of all students, including students with disabilities, English learners, and English learners with disabilities. It is co-published by the Council of Chief State School Officers (CCSSO) and NCEO.
Published: June 2024 - NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2018-2019 (#16)Formats: Online
This interactive report presents data on the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2018-19 school year, this report presents information on participation and performance in reading and mathematics statewide assessments. This report also includes state profiles for students with disabilities’ participation rates and performance.
Published: January 2023 - NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2017-2018 (#15)Formats: Online
This interactive report presents data on the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2017-18 school year, this report presents information on participation and performance in reading and mathematics statewide assessments. This report also includes state profiles for students with disabilities’ participation rates and performance.
Published: January 2023 - Universal Design and AssessmentsFormats: PDF
This presentation shares information about an updated state guide to universally designed assessments. The purpose of the guide is to provide states with strategies for designing tests from the very beginning. The objective is to create tests that present an accurate measure of the knowledge and skills of diverse student populations. It was presented on July 14, 2021 at the forum on Education for Each and Every Student: Perspectives on Universal Design in 2021. This forum was jointly hosted by NCEO and the Council of Chief State School Officers' (CCSSO), Assessments, Standards, and Education for Students with Disabilities (ASES) collaborative.
Published: 8/24/2021 - NCEO Reports: A Literature Review on Evidence-Based Literacy Assessment and Instruction Practices for English Learners with Significant Cognitive Disabilities (#422)
This report summarizes a comprehensive investigation of research published between 2000–2018 on evidence-based literacy assessment and instruction practices for English learners with the most significant cognitive disabilities. Our goal is to provide policymakers and educators with actionable findings from the literature.
Published: November 2020 
Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Vietnamese translation)Formats: PDFThis Brief, translated into Vietnamese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. 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: June 2020
Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Spanish translation)Formats: PDFThis Brief, translated into Spanish, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. 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: June 2020
Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Traditional Chinese translation)Formats: PDFThis Brief, translated into Traditional Chinese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. 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: June 2020
Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Simplified Chinese translation)Formats: PDFThis Brief, translated into Simplified Chinese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. 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: June 2020
Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Arabic translation)Formats: PDFThis Brief, translated into Arabic, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. 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: June 2020
Improving Instruction Briefs: Building Successful Communication Between Teacher and Parent or Guardian: Information for TeachersThis Brief for teachers 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 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 APR Snapshot Briefs: 2008-2009 APR Snapshot #3: AA-AAS Participation and Performance (#3)Formats: OnlineThis year 2012 report summarizes the participation and performance of students with significant cognitive disabilities on Alternate Assessments based on Alternate Achievement Standards used by states for federal accountability, in 2008-2009.
Published: December 2012
NCEO State Surveys: 2007 Survey of States - Activities, Changes, and Challenges for Special EducationThis year 2007 report summarizes a state survey given to all states addressing participation rates, use of accommodations, the number of students achieving grade level proficiency, and more.
Published: October 2008