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NCEO Limited English Proficiency Projects Reports: Grade-Level Standards-Based Science Outcomes for English Language Learners and Language Minority Students - A Review of the Literature (#6)This year 2009 report presents findings from a review of a peer-reviewed literature on the topic of standards-based science outcomes for ELs, as well as a broader group of students who speak a language other than English at home.
Published: April 2009
NCEO Technical Reports: Good News and Bad News in Disaggregated Subgroup Reporting to the Public on 2005-2006 Assessment Results (#52)A report analyzing the public reporting of disaggregated data for students with disabilities by the National Center on Educational Outcomes (NCEO). This analysis, which is the 10th done by NCEO, is for school year 2005/2006 and it marks the fourth data cycle from the passage of the No Child Left Behind Act (NCLB) of 2001. On this tenth anniversary, NCEO presents both the good news and bad news for 2005/2006 reporting and summarizes other observed trends.
Published: December 2008
NCEO Technical Reports: A Summary of the Research on the Effects of Test Accommodations: 2005-2006 (#47)This year 2007 report summarizes 32 research studies on testing accommodations published in 2005-2006. The report provides information on participants, specific disability characteristics, research design, findings, and limitations. The report also identifies promising areas of research, and makes recommendations.
Published: August 2007
NCEO Technical Reports: A Summary of Research on the Effects of Test Accommodations: 2002 through 2004 (#45)This year 2006 report summarizes a review of 49 empirical research studies on test accommodations between 2002 and 2004. It also provides direction for designing future research on accommodations.
Published: September 2006
NCEO Synthesis Reports: Effect of Minimum Cell Sizes and Confidence Interval Sizes for Special Education Subgroups on School-Level AYP Determinations (#61)This year 2006 report focuses on the potential effects of minimum cell sizes and confidence interval sizes for students in Special Education subgroups on school-level AYP determinations. The report specifically considers these effects in a comparison of all students to the Special Education subgroup, in the inclusion of data for students in Special Education in such determinations, and the potential effects on AYP of adding grades 3-8 into calculations for the 2005-2006 school year. The report includes a study using data from five states to model confidence intervals and cell-size combinations and presents the results in answer to the research questions.
Published: July 2006
NCEO Synthesis Reports: Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities (#60)This year 2006 report presents an analysis of where flexibility is allowed or controlled (standardized) in the development of alternate assessments based on alternate achievement standards for students with significant cognitive disabilities. The authors identify key challenges in evaluating data and technical quality given the flexibility of this population's instructional goals. Further, they address specific points for policymakers and assessment leaders to consider regarding the degree of flexibility or standardization they might design into these alternate assessment systems, including clarifying state values and goals, research and development, assessment format, and evaluating technical quality.
Published: June 2006
NCEO Synthesis Reports: Alternate Assessments Measured Against Grade-Level Achievement Standards: The Massachusetts "Competency Portfolio" (#59)This year 2006 report discusses Massachusett's alternate based on grade-level achievement standards. It describes the students who require these alternate assessments based on grade-level achievement standards (structured portfolio), and how such alternate assessments can reliably measure achievement in an equivalent manner to those students taking regular assessments for a grade level, and how the assessment may fulfill both system accountability and diploma purposes. The author also discusses how the model for a competency portfolio was developed and validated.
Published: January 2006
NCEO Technical Reports: Considerations for the Development and Review of Universally Designed Assessments (#42)This year 2005 report describes the development of a form for assessment designers to use to incorporate universal design considerations into assessments. It describes the Delphi validation process undertaken with the original design considerations of the Universal Design Project and includes commentary from assessment and content area experts. Several recommendations are provided on the use of the considerations at all stages of assessment development.
Published: November 2005
NCEO Policy Directions: Rethinking Basic Assumptions of Test Development - Assessment Frameworks for Inclusive Accountability Tests (#17)This year 2003 report discusses how to incorporate new assumptions about teaching and learning coming out of standards-based reform so that assessments can both meet the requirements of NCLB accountability and give better information about performance of students in prescribed content. This includes compatible classroom diagnostic assessments and clarification and articulation of content standards.
Published: November 2003
NCEO Synthesis Reports: A Report of a Standard Setting Method for Alternate Assessments for Students with Significant Disabilities (#47)This year 2002 report presents one state's use of the "body of work" approach toward standard setting to determine performance level cut scores for an alternate assessment developed for students with the most significant disabilities. It describes the rationale and design the state used in its portfolio assessment, followed by a detailed description of the standard setting process, including information on time and resource constraints, areas of potential contamination and bias in the approach, and the importance of range-finding and pin-pointing phases for this approach.
Published: October 2002
NCEO Technical Reports: Effects of a Reading Accommodation on the Validity of a Reading Test (#28)Formats: OnlineThis year 2000 report examines the effect of a read aloud accommodation on the performance of students on a reading comprehension test. Thirty-two students from general education and special education were administered two equivalent forms of the California Achievement Tests (CAT/5) Comprehension survey. One of the groups took a form with the read aloud accommodation. There were no significant effects by student status found, except for a moderate positive effect size for students with disabilities. Information on student preference of the read aloud accommodation by student status are also presented.
Published: December 2000- NCEO Reports: A Historical Review of Alternate Assessment and 1% Cap (#450)Formats: Online
The history of alternate assessments and the 1.0 percent participation cap on state-level participation rates is deeply rooted in federal education legislation. From 1994 to 2025, federal legislation, regulations, and Department of Education guidance to states aimed to ensure that all students, including those with the most significant cognitive disabilities, are included in state accountability systems while maintaining appropriate standards and oversight. This report traces this policy history and the ways in which states have responded through evolving practices, waivers, and compliance strategies. We provide a list of resources, many of which were developed by NCEO, that can help educators implement the federal requirements of the 1.0 percent cap rule.
Published: October 2025 - NCEO Reports: State Discussion Guide for Communicating SSIP Data with Stakeholders (#452)Formats: Online
Federal law requires states to engage stakeholders in the State Performance Plan/Annual Performance Report (SPP/APR), especially for the State Systemic Improvement Plan (SSIP). A communication plan is a crucial tool for this process, helping teams effectively share data and information. NCEO facilitated a Peer Learning Group with 58 participants from 26 states to collaboratively develop a planning guide, ensuring messaging is accessible and meaningful, fostering transparency and trust. Teams can use this guide to create targeted strategies for different audiences and we include a sample SSIP Data Communication Plan that teams can use.
Published: September 2025 - Accommodations Toolkit: Highlighting: States' Accessibility Policies, 2023Formats: Online
This summary of states’ accessibility policies for highlighting is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO).
Published: 12/16/2024 - Unlocking Potential: Harnessing AI for Inclusive Learning
This report contains the proceedings of a forum held on June 26, 2024 in Seattle, Washington to discuss issues surrounding artificial intelligence (AI) and accessibility in education. A specific goal of the forum was to bring together representatives from state education agencies (SEAs), assessment vendors, AI experts, and others to discuss the implications of AI for accessibility in instruction and assessment. Participants explored current challenges, potential benefits, and key considerations for implementing AI in ways that enhance rather than hinder accessibility for all students.
Published: October 2024 - NCEO Newsletter: June 2024 issueFormats: Online
NCEO’s June 2024 newsletter features several NCEO resources that address accommodations. Articles highlight several resources on student and teacher perspectives about accommodations, what the terms “accommodations” and “modifications” mean for both instruction and assessment for students with disabilities, and information about NCEO’s updated Accommodations Toolkit. This issue also includes information about a video series NCEO published several years ago that shares the story of how accommodation decisions were made and implemented for a student. The issue finishes with all the sessions in which NCEO is participating during the National Conference on Student Assessment (NCSA) and an article on the forum on Unlocking Potential: Harnessing Artificial Intelligence for Inclusive Learning that follows NCSA.
Published: June 2024 - NCEO Brief: Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations (#34)
Many students with disabilities use accessibility features and accommodations during instruction and when taking assessments. It is important to consider teacher perceptions and experiences when making accessibility decisions. The National Center on Educational Outcomes (NCEO) synthesized and summarized research conducted between 1999 and 2022 on the perceptions of teachers regarding accommodations. Based on this research on teachers’ perceptions of accommodations, NCEO suggests several strategies that could improve practice.
Published: February 2024 - NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2020-2021 (#19)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 2020-2021 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. Due to disruptions from the pandemic, rates of participation varied widely throughout the country. Data for this school year may not be comparable with other years.
Published: January 2024 - NCEO APR Snapshot Briefs: 2020-2021 APR Snapshot #29: Students in Special Education Assigned Assessment Accommodations (#29)Formats: Online
This report provides information on the number of students with disabilities assigned 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 2020-2021 school year, information is presented on accommodations for general reading and mathematics statewide assessments administered to grade 8 students (and grade 4 to show a comparison to grade 8 data).
Published: December 2023 - NCEO APR Snapshot Briefs: 2020-2021 APR Snapshot #28: State Assessment Participation and Performance of Students Receiving Special Education Services (#28)Formats: Online
This 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 2020-2021 school year, information is presented on participation and performance in reading and mathematics statewide assessments administered to students in grades 3-8 and high school.
Published: December 2023