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- NCEO Annual Performance Reports and State Performance Plans: Biennial Performance Reports: 2000-2001 State Assessment DataFormats: PDF
A report summarizing assessment data from State Performance Plans.
Published: December 2002 
NCEO State Surveys: 1997 State Special Education Outcomes: A Report on State Activities During Educational ReformFormats: PDFThis report presents the results of the sixth survey of state activities in the assessment of educational outcomes for students with disabilities conducted by NCEO since 1991. NCEO sent the survey to directors of special education of all the 50 regular states and the 10 unique states that provide special education under the provisions of the Individuals with Disabilities Education Act. Results are presented in seven sections: (1) Students with disabilities and standards-based reform, (2) Measuring the participation of students with disabilities in statewide testing, (3) state activities in developing alternate assessments, (4) Using assessment results for students with disabilities, (5) Individualized Educational Programs and assessments, (6) Measuring non-academic outcomes for students with disabilities, and (7) Current issues and technical assistance needs.
Published: November 1997
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
Learning Modules on English Learners (ELs) with DisabilitiesFormats: OnlineThis free training helps educators look at important issues surrounding students who are ELs with disabilities. Participants follow the story of Emma, a middle school student with a learning disability, while also providing additional case studies of students with other disabilities who need accommodations to access instruction and assessments. The training especially models how educators and parents or guardians can work together to make and implement good decisions about accommodations as members of the featured student’s Individualized Education Program (IEP) team.
Published: 2013-06-06- NCEO Data ViewerFormats: Online
An interactive database allowing users to access data compiled by researchers at the Institute's National Center on Educational Outcomes (NCEO) on students with disabilities in the U.S. educational system. Two major databases are currently available:
• State policies on assessment participation and accommodations for students with disabilities.
• Annual performance reports from states and other education entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA).
Through the database users may create customized reports - including charts and maps - based on criteria they choose.
Published: 2009 - Present - MIDAS Project Reports: Teachers’ Perspectives on Using Multiple Measures of Academic Achievement to Inform Instruction of Students on the Cusp Between the AA-AAAS and the General Assessment (#103)Formats: PDF
This report presents the findings of online focus groups conducted with teachers to learn more about their experiences using multiple measures to inform instructional decision making for students on the cusp between the alternate assessment based on alternate academic achievement standards (AA-AAAS) and the general state assessment used for accountability.
Published: July 2024 - NCEO Brief: Alternate Interim Assessments for Students with the Most Significant Cognitive Disabilities (#23)
This Brief offers preliminary guidance for the development of interim assessment options for students with the most significant cognitive disabilities. There are federal requirements that all statewide and districtwide administrations of an assessment must have an alternate assessment. Given the importance interim assessments have now when there is an increased need for timely data on student learning and progress, the creation of high-quality alternate interim assessment options for students with the most significant cognitive disabilities requires urgent attention.
Published: May 2021 
NCEO APR Snapshot Briefs: 2017-2018 APR Snapshot #23: Students in Special Education Assigned Assessment Accommodations (#23)Formats: OnlineThis APR Snapshot Brief 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 2017-2018 school year, we present information 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: March 2021
NCEO Reports: 2014-15 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#405)This is the eighteenth 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. This report presents information on publicly reported participation and performance data for students with disabilities for the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). Information on public reporting for English Learners (ELs) with disabilities is also included in this report.
Published: May 2017- National Center on Educational Outcomes YouTube ChannelFormats: Online
A YouTube channel displaying videos created by the National Center on Educational Outcomes (NCEO), which works with states across the country to provide leadership to include students with disabilities and English language learners (ELLs) in large-scale state assessments.
Published: 2014 
NCEO Brief: Considerations for Consortia as States Transition Away from AA-MAS (#7)A brief addressing the need for consortia to assist their member states in moving away from the alternate assessment based on modified achievement standards (AA-MAS). It focuses on key considerations for consortia as they address the inclusion of low-performing students in all member states, informed by the lessons learned from the AA-MAS. Topics highlighted in this brief are: including low-performing students in field test designs, customizing non-summative assessments to include low-performing students, and collecting and examining data on this group of students.
Published: February 2014
NCEO APR Snapshot Briefs: 2008-2009 APR Snapshot #2: Assessment Accommodations Use by Special Education Students (#2)Formats: OnlineThis year 2012 report provides information on the number of students with disabilities using accommodations on statewide reading and math assessments used for federal accountability purposes. Using federally submitted data from the 2008-2009 school year, the authors 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: January 2012- NCEO Annual Performance Reports and State Performance Plans: 2005-2006 State Assessment DataFormats: PDF
A report summarizing assessment data from State Performance Plans.
Published: April 2008 
NCEO Synthesis Reports: Gray Areas of Assessment Systems (#32)Formats: OnlineA 2000 paper clarifying what is meant by "gray areas of assessment" systems, delineating the primary issues that surround and contribute to gray areas, and providing suggestions for developing fully inclusive systems. As part of our nation's educational commitment to equity and excellence for all, we must develop better understanding of what it means to be accountable for all children, and identify more inclusive strategies of assessment and accountability. In response to our national commitment, and to specific legislation such as Title I of the Improving America's Schools Act (IASA) and the Individuals with Disabilities Education Act 1997 (IDEA '97), states and school districts are in the midst of developing large-scale assessment systems. Some have considered the challenge of students who do not fit into these assessment systems as one of "gray area students." New understanding is emerging that the problem does not lie with the students, but with the systems. This paper provides brief case studies of the assessment practices in two states, thereby highlighting the reality of gray areas as states implement their assessment systems. After a review of the national reform context, it presents a model that provides a basis for defining and addressing gray area concerns.
Published: March 2000
NCEO State Surveys: 2014 Survey of States: Initiatives, Trends, and AccomplishmentsA report providing a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states documented the academic achievement of students with disabilities. This is the fourteenth such survey of states conducted by NCEO. States were cognizant of the benefits of inclusive assessment and accountability systems, and continued to improve assessment design, participation, accessibility and accommodations policies, monitoring practices, and data reporting.
Published: September, 2015- NCEO Minnesota Assessment Project Reports: Feasibility and Practicality of a Decision Making Tool for Standards Testing of Students with Disabilities (#21)Formats: Online
This year 1999 report describes a study on the feasibility and practicality of an interactive decision-making tool developed to help special educators make appropriate participation and accommodations decisions, with students and their families, on Minnesota's statewide assessments.
Published: December 1999 - NCEO Brief: Related Services Providers: Important Contributors to the Accommodations Decision-Making Process (#27)
Related service providers include speech-language pathologists, audiologists, psychologists, and physical and occupational therapists who provide specialized support to students with disabilities. This Brief suggests strategies for supporting related services providers so that they can participate more confidently as members of Individualized Education Program (IEP) teams when decisions are made about instructional and assessment accommodations.
Published: December 2021 
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 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 Newsletter: February 2024 issueFormats: Online
NCEO’s February 2024 newsletter features several NCEO resources that address English learners with disabilities. The number of school-age English learners with disabilities is increasing, and greater attention is being given to their inclusion in state and district assessments. Articles highlight NCEO’s publications and webpages that focus on English learners with disabilities. The newsletter also has an article on considerations for the inclusion of students with disabilities in large-scale assessment in the past, present, and future, and upcoming presentations that NCEO staff will present.
Published: February 2024