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- Guidance for Examining District Alternate Assessment Participation RatesFormats: PDF
This document provides states with effective and technically defensible practices for monitoring participation rates for alternate assessments at the district level to comply with the federal 1% policy limit on statewide alternate assessment participation for students with the most significant cognitive disabilities.
Published: 2018-10-01 
NCEO Newsletter: October 2018 issueFormats: OnlineIn this issue, we highlight a report from the forum on speech-to-text and scribing that was held as a presession to the National Conference on Student Assessment. Several other NCEO reports are highlighted as well, including one on a literature review on measuring ELP progress of ELs with disabilities and ELs, one on publicly reported assessment results, and three on state assessment participation, performance, and accommodations data. Finally, this issue provides information on a new resource that is coming soon from NCEO's TIES Center, an Impact issue on inclusive education for K-8 students with the most significant cognitive disabilities.
Published: October 2018
Forum on Speech-to-Text and Scribing: Getting a Handle on What This MeansFormats: PDFA report on a forum held on June 26, 2018 in San Diego, California that brought together staff from state departments of education, school districts, testing and testing-related companies, and other educational organizations to discuss speech-to-text and scribing, the differences in terminology, challenges associated with speech-to-text, and needed research. The forum was a pre-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), and was a collaboration of the Assessing Special Education Students (ASES), the State Collaborative on Assessment and Student Standards (SCASS), and the National Center on Educational Outcomes (NCEO). This report summarizes both the introductory information provided to forum participants, and the facilitated forum discussions that followed.
Published: September 2018- A Truly Inclusive Society: Encouraging the Ability in DisabilityFormats: PDF
This testimony was presented at a congressional briefing to the Helsinki Commission (Commission on Security and Cooperation in Europe).
Published: 2018-09-24 - A Truly Inclusive Society: Encouraging the Ability in DisabilityFormats: PDF
This testimony was presented at a congressional briefing to the Helsinki Commission (Commission on Security and Cooperation in Europe).
Published: 2018-09-24 
Educators' Thoughts on Making Decisions About Accessibility for All StudentsThis report describes the asynchronous online focus group activity of the Data Informed Accessibility - Making Optimal Needs-based Decisions (DIAMOND) project. The goal of conducting the focus groups was to gather in-depth information about teachers' experiences with accessibility features and accommodations in the classroom and on assessments. The results from the focus groups contribute to the project's development of guidelines for making informed decisions about accessibility features and accommodations.
Published: September 2018
ELPA21 White Paper: Developing an Alternate ELPA21 for English Learners with the Most Significant Cognitive DisabilitiesFormats: PDFThis White Paper was developed as part of the commitment of the English Language Proficiency Assessment for the 21st Century (ELPA21) project to the development and implementation of an alternate ELP assessment for ELs with the most significant cognitive disabilities. The purpose of this White Paper is to propose steps that ELPA21 might take to ensure that it develops and implements a technically adequate and appropriate alternate assessment for ELs with significant cognitive disabilities. It also proposes a possible workplan and timeline for Alt-ELPA21 assessment development activities. This White Paper will undergo iterative revision by ELPA21 and review by its Technical Advisory Committee. The final White Paper will be the result of these processes and reviews.
Published: August 2018
NCEO APR Snapshot Briefs: 2015-2016 APR Snapshot #16: State Assessment Participation and Performance of Students Receiving Special Education Services (#16)Formats: OnlineThis report provides a snapshot of 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 for the 2015-16 school year, we present information on participation and performance in reading and mathematics statewide assessments administered to grade 8 students.
Published: July 2018- NCEO APR Snapshot Briefs: 2015-2016 APR Snapshot #17: Students in Special Education Receiving Assessment Accommodations (#17)Formats: Online
This report provides information on the number of students with disabilities receiving 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 2015-2016 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 2018 - NCEO APR Snapshot Briefs: 2015-2016 APR Snapshot #18: AA-AAS Participation and Performance (#18)Formats: Online
This report summarizes Alternate Assessment based on Alternate Achievement Standards (AA-AAS) data used for Elementary and Secondary Education Act (ESEA) accountability to measure the academic achievement of students with significant cognitive disabilities. Using federally submitted data from the 2015-2016 school year, we present information on the number of students participating in the AA-AAS and the performance of those students.
Published: July 2018 
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: A Review of the Literature on Measuring English Language Proficiency Progress of English Learners with Disabilities and English Learners (#408)The purpose of this literature review was to identify evidence-based practices used (or recommended for use) to measure progress of English learners (ELs) with disabilities on English language proficiency (ELP) assessments. In this report, we discuss how studies have defined ELP progress and the extent to which studies have examined ELP progress for ELs with disabilities. In addition, we examine the methodologies used to measure ELP progress, the evidence base for the studies, and findings specific to ELs with disabilities. The strength of the evidence base was evaluated based on: (a) transparency of study methods, (b) study samples, and (c) author-identified study limitations.
Published: July 2018
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2015-2016 (#7)Formats: OnlineThis 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 2015-16 school year, we present information on participation and performance in reading and mathematics statewide assessments.
Published: July 2018- Accommodations for English Learners BibliographyFormats: Online
This searchable bibliographic database presents research on English learner accommodations. You can perform a basic search by keywords related to the accommodation, test content area, or student age. Brief summaries of each study are provided, and include information on the accommodation, participants, dependent variable, and major findings of the study.
Published: 2018 
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2014-2015 (#6)Formats: OnlineThis 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 2014-15 school year, we present information on participation and performance in reading and mathematics statewide assessments.
Published: June 2018
NCEO Newsletter: June 2018 issueFormats: OnlineIn this issue, we highlight several upcoming events, plus a couple of new reports available from NCEO. First, the upcoming pre-conference session to the National Conference on Student Assessment (NCSA) in June in San Diego. The pre-conference session will focus on the use of speech-to-text. Following that is a listing of the sessions in which NCEO staff are participating during the NCSA conference, as well as at the International Test Commission Conference in Montreal at the beginning of July. Also highlighted in this issue are two new reports.
Published: June 2018- Using Local Assessment Data to Measure Progress Towards The State-Identified Measurable Results (SIMR)Formats: Online
Participating states Louisiana, Guam, and Kansas address: Data use practices at the state, district, and local levels, Stakeholders involvement, and Advice they have to offer other states based on their experiences.
Published: 2018-05-22 
Educators' Perspectives on Classroom Implementation of Accessibility Features and AccommodationsA report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms during instruction and during assessments. Educators were asked about two kinds of accessibility features (universal features and designated features) and about accommodations.
Published: May 2018
NCEO Brief: Students with Disabilities and Chronic Absenteeism (#15)The purpose of this Brief is to provide information about chronic absenteeism and possible implications for students with disabilities when a state selects it as a measure of school quality or student success. It highlights both the benefits and potential risks in light of requirements in the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act (ADA). The Brief also suggests actions that states might consider taking to address chronic absences among students with disabilities at the state and local levels as they work to include this new measure in accountability systems.
Published: April 2018
NCEO Brief: Using Local Assessment Data to Measure Progress Toward the State-Identified Measurable Result (SIMR) (#14)The purpose of this Brief is to outline key strategies for the collection, analysis, and use of local assessment data to monitor progress toward the (State-Identified Measurable Result)SIMR. It provides information and suggestions for state education agencies and technical assistance providers who work with local education agencies (LEAs). It highlights six strategies, and then identifies several questions that states may want to consider if they choose to use local assessment data to measure progress toward their SIMRs.
Published: February 2018