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NCEO Minnesota Assessment Project Reports: High School Graduation Requirements in the U.S. for Students with Limited English Proficiency (#13)Formats: OnlineThis year 1997 report examines state-level graduation requirements to see whether these result in different avenues for exiting high school for English learners.
Published: September 1997
NCEO Synthesis Reports: Putting Alternate Assessments into Practice: What to Measure and Possible Sources of Data (#28)Formats: OnlineThis 1997 report highlights four information-gathering procedures that might be used in alternate assessments. The application of these procedures to collect data in broader outcome areas is also highlighted in the report.
Published: September 1997- NCEO Minnesota Assessment Project Reports: A Review of the Literature on Students with Limited English Proficiency and Assessment (#11)Formats: Online
This year 1997 report summarizes a literature review conducted to examine best practices in assessing English learners. This review does not address second language acquisition in detail, nor competency development in content areas.
Published: August 1997 - NCEO Minnesota Assessment Project Reports: Resources: Limited English Proficient Students in National and Statewide Assessments (#8)Formats: Online
This year 1996 report provides an annotated bibliography on accommodation issues related to assessing English learners, focusing on literature published within a decade related to national and state administered assessments.
Published: August 1996 
Supporting English Language Learners Through Improved Accessibility Decision MakingFormats: OnlineThese online professional development modules on accessible instruction and assessment were designed for distinct audiences of elementary teachers and secondary teachers. The modules use a collaborative decision-making process among educators, parents, and students who are English learners, to decide appropriate accessibility features and accommodations for individual students, and guides K-12 teachers to facilitate and document high quality decision making about accessible instruction and assessment for English learners.
Published: 2019-06-01- 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