Resources
Search Filters
Search Results
- Selected filters():
NCEO Newsletter: February 2020 issueFormats: OnlineThis newsletter highlights several NCEO resources that can be used to learn more about what the research says about the effectiveness of various accommodations. The newsletter also highlights several new publications, including a report on states’ alternate assessment based on alternate academic achievement standards (AA-AAAS) participation guidelines and definitions of students with the most significant cognitive disabilities. A brief on considerations for states providing materials in braille is also highlighted, as well as a parent-educator toolkit developed by an affiliated project, the Improving Instruction for English Learners Through Improved Accessibility Decisions project. Finally, in this issue, we provide information on NCEO presentations and posters at the annual conference of the Council for Exceptional Children (CEC).
Published: February 2020
NCEO Newsletter: October 2019 issueFormats: OnlineThis newsletter includes articles on a variety of topics. First, a Brief on examining disproportionality is highlighted, including ideas for looking at data when sample sizes are small; this brief also provides a link to a video on producing confidence intervals. Following that is an article highlighting a study of guidance manuals; it describes ideas and lessons learned from leaders who developed state education agency and local education agency guidance manuals for identifying, assessing, and referring English learners (ELs) to special education. Presentations that will be made by NCEO staff in November in St Paul, Minnesota (MELEd) and February in Portland Oregon (CEC) are also listed in this newsletter. Finally information on products from two NCEO affiliated projects is presented – first, several products from the TIES Center are shown, followed by a description of a module that is now publicly available from the DIAMOND project.
Published: October 2019
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
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
NCEO Newsletter: October 2017 issueFormats: OnlineIn this issue, we share several new reports available from NCEO. One is a report on a forum held prior to the National Conference on Students Assessment to discuss text readers and their availability to all students on many assessments. Another report now available on the NCEO website presents the results of the 2016 survey of states. Another report is a brief on making decisions about exiting English learner (EL) services for ELs with disabilities. NCEO also announces a new center on inclusive policies and procedures in this issue. Finally, in this issue we look forward to two future activities. At the end of October, NCEO will attend the annual conference of the National Association of State Directors of Special Education to lead two discussion sessions known as YOU PICKS on the 1% cap and the alternate diploma. And, in November, NCEO will share information on using formative and interim assessments to improve student learning at the annual conference of the Teachers of Education Division of CEC.
Published: October 2017
NCEO Newsletter: June 2017 issueFormats: OnlineThe June issue of NCEO's e-newsletter highlights recent webinars, products, and upcoming activities. NCEO held a couple webinar conferences recently. One focused on the 1% cap on participation in the alternate assessment. The other, which was jointly hosted with the National Technical Assistance Center on Transition (NTACT), focused on the state-defined alternate diploma. Also highlighted are a new NCEO Data Analytics, an interactive report that provides multiple ways of examining participation and performance data for students with disabilities, and a resource, Formative Assessment for Students with Disabilities. Finally, you will find an article on the forum that will precede the National Conference on Student Assessment (NCSA), titled Text Readers for Everyone on All Tests - Getting a Handle on What This Means. It includes information on how to register for this event. Also, we provide a summary of all the sessions in which NCEO is participating during NCSA.
Published: June 2017- Crosswalk of Title I and IDEA Assessment and Accountability Provisions for Students with DisabilitiesFormats: Online
This year 2001 Crosswalk of Title I and IDEA Assessment and Accountability Provisions for Students with Disabilities is a resource to help State and district staff understand these complementary laws and related guidance and regulations, specifically as they refer to students with disabilities in assessment and accountability systems. This "Crosswalk" was developed based on the 1994 reauthorization of the Elementary and Secondary Education Act (ESEA) known as Improving America's Schools Act and the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA).
Published: February 2001 
NCEO Out-of-Level Testing Project Reports: Testing Students with Disabilities Out of Level: State Prevalence and Performance Results (#9)Formats: OnlineThis year 2003 report describes the prevalence and performance results of students participating in out-of-level testing in 3 states of 14 invited to participate in the research study. Among study findings, were wide variability in percentage of students taking tests out-of-level, and at least in one state, larger numbers performing at high levels on below-level tests, suggesting a more difficult test should have been administered.
Published: October 2003- NCEO Out-of-Level Testing Project Reports: Scale Score Comparability Across Two Levels of a Norm-Referenced Math Computation Test for Students with Learning Disabilities (#8)Formats: Online
This year 2002 report summarizes a small-scale comparability study with students with learning disabilities taking the MAT/7 norm-referenced math computation test on-grade and out-of-level. The report includes qualitative feedback from students on both assessment conditions, and addresses limitations of the study.
Published: March 2002 - NCEO Out-of-Level Testing Project Reports: Test and Measurement Expert Opinions: A Dialogue About Testing Students with Disabilities Out of Level in Large-Scale Assessments (#6)Formats: Online
This year 2002 report summarizes the discussion of two focus groups composed of test and measurement experts held to address out-of-level testing. The report summarizes the concerns raised and concludes that studies are needed to determine the differential results of out-of-level test scores compared to on-grade level test scores.
Published: March 2002 - NCEO Out-of-Level Testing Project Reports: States' Out-of-Level Testing Policies (#4)Formats: Online
This year 2001 report discusses the context of state assessments systems, including accountability practices in which out-of-level testing is implemented, and describes specific out-of-level testing policies used in those states that allow students to be tested out of level in large-scale assessments. The review includes 12 states' policies and describes such state-level policy features as assessment instrument characteristics, required implementation practices, and test score uses.
Published: June 2001 - NCEO Out-of-Level Testing Project Reports: Testing Students Out of Level in Large-Scale Assessments: What States Perceive and Believe (#5)Formats: Online
This year 2001 report describes a study conducted to address the differing opinions, perceptions, and practices involved in testing students out of level in large-scale assessment programs. It focuses on state- level perspectives among those 12 states that allow testing of students with disabilities out-of-level.
Published: March 2001 
NCEO Minnesota Assessment Project Reports: Student Perspectives on the Use of Accommodations on Large-scale Assessments (#35)Formats: OnlineA report from the past Minnesota Assessment Project, a federally funded effort awarded to the Minnesota Department of Children, Families and Learning from the U.S. Department of Education, Office of Educational Research and Improvement. The project's goal was to promote and evaluate the participation of students with limited English proficiency and students with disabilities in Minnesota's Graduation Standards.
Published: December 2000- NCEO Out-of-Level Testing Project Reports: How Out-of-Level Testing Affects the Psychometric Quality of Test Scores (#2)Formats: Online
This year 2000 report presents a review and analysis of the psychometric literature on the topic of out-of-level testing. It addresses concerns about the research that has been conducted and identifies additional research needs.
Published: August 2000 - NCEO Out-of-Level Testing Project Reports: Past and Present Understandings of Out-of-Level Testing: A Research Synthesis (#1)Formats: Online
This year 2000 report reviews the historical development for out-of-level testing, summarizes how the literature defines out-of-level testing, explains how it has been studied, gives the rationale used to support its use, and addresses what is missing from the literature.
Published: May 2000 - NCEO Editing ChecklistFormats: Online
This checklist is a tool for NCEO and related projects staff to use while drafting their writing. Links to more information on topics like writing to specific reading levels, making heading levels, etc. are provided, including links to specific sections of the NCEO Style Guide.
Published: February 2026 - NCEO Newsletter: February 2022 issueFormats: Online
This issue highlights (1) information about a participation communication toolkit that NCEO recently released with customizable resources, sample social media posts, and other resources that can be used when communicating about why it is important for students to participate in state tests; (2) a new series for school leaders on including students with disabilities in assessments; (3) two new resources on the assessment of English learners with disabilities; (4) a new publication about including deaf students in assessments; (5) an article that several NCEO staff wrote for the National Association of State Boards of Education (NASBE) on ensuring students with disabilities leave school ready to succeed; and (6) information on sessions on upcoming conferences that include NCEO staff.
Published: February 2022 - Accommodations Toolkit: Preferential Seating: States' Accessibility Policies, 2021Formats: Online
This summary of states’ accessibility policies for preferential seating is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/14/2021 - NCEO Newsletter: October 2021 issueFormats: Online
This issue highlights the news of NCEO’s continued funding. Also announced is NCEO’s new website. It is easier to navigate and very user-friendly. Featured is NCEO’s new accommodations toolkit which provides easy to use research summaries and policy analyses for select accommodations. This issue also summarizes a report on the 95% state assessment participation requirement, and provides an overview of a brief that contains frequently asked questions (FAQs) on testing children with disabilities during the 2021-22 school year.
Published: 10/6/2021