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NCEO Technical Reports: The Identification of People With Disabilities in National Databases: A Failure to Communicate (#6)Formats: PDFThis year 1993 report presents an analysis of how students with disabilities were identified in national databases. It examined 19 national data collection programs in the U.S. Departments of Education, Commerce, Justice, and Health and Human Services, as well as databases from the National Science Foundation. Findings showed significant variability was evident in the disability categories used both within and across the national data collection programs. Suggestions are provided for improving disability identification in collecting and reporting policy relevant information.
Published: September 1993- NCEO Technical Reports: IEPs and Standards: What They Say for Students with Disabilities (#5)Formats: PDF
This year 1993 report presents a study comparing students' IEPs to national and locally defined standards for mathematics. The IEPs of 76 students with mild disabilities were compared to the National Assessment of Educational Progress proficiency levels for mathematics, local standards, and a taxonomy of dimensions including: Level of Mastery, Nature of the Material, and Operations. The report suggests a widening of the gap between what students with disabilities are taught and the assessments with which they are tested. Implications for actions by the special education and standards-setting communities are discussed.
Published: May 1993 - NCEO Technical Reports: Experts' Opinions about the Appropriateness and Feasibility of National Math Standards (#4)Formats: PDF
This year 1993 report presents survey results on the appropriateness and feasibility of the Curriculum and Evaluation Standards published by the National Council of Teachers of Mathematics in relation to math instruction for students with disabilities. The study surveyed eleven experts in the areas of mathematics education, special education, and assessment. Results showed that the major factor determining opinions about the Standards was the respondents' basic belief about the appropriate form of math instruction for students with disabilities. Little agreement on the appropriateness and feasibility of the Standards was found beyond the elementary grade levels. A discussion of the implications for the math education of students with disabilities is included.
Published: February, 1993 - NCEO Technical Reports: Experts' Opinions on National Math Standards for Students with Disabilities (#3)Formats: PDF
This year 1992 report presents survey results of eleven experts in mathematics education, special education and assessment in relation to current math instruction and the Curriculum and Evaluation Standards of the National Council of Teachers of Mathematics, and the perceived appropriateness and feasibility of the Standards for students with disabilities. Results showed that the experts agreed the adoption of the Standards was minimal and that math education in practice continues to emphasize basic skills. Two opposing viewpoints were evident in the experts' responses. One viewpoint was that the Standards did not recognize the importance of individual differences and were not better than current practice in math education. The opposing viewpoint was that the Standards reflected a vision of what mathematics should be and that minimal, non- substantial modifications were needed for students with disabilities. These opinions are summarized and discussed.
Published: September 1992 
NCEO Technical Reports: State Practices in the Assessment of Outcomes for Students with Disabilities (#1)Formats: PDFThis year 1991 report provides information on what states and territories were doing related to outcomes assessment during the years of 1991 to 1995. It presents the results of surveys and reviews of then current state practices and future plans. The Survey of State Policies was conducted to: (a) produce a data base on state efforts to develop systems to assess educational outcomes, (b) assess states' needs for solutions t technical/implementation problems, (c) identify important state-level information and existing data bases, and (d) assess efforts of states to design a comprehensive system of indicators in general and special education.
Published: October 1991- NCEO Reports: Developing Requests for Proposals (RFPs) for Interim Assessments that Include All Students (#445)Formats: PDF
This report provides a resource for state and district assessment staff as they develop requests for proposals (RFPs) for interim assessments for all of their students, including those who require accessibility features, to demonstrate their knowledge and skills as well as those who may need an alternate assessment because of their significant cognitive disability. This report provides ideas for ensuring that bids for interim assessments address the needs of all students, including students with disabilities and English learners.
Published: January 2025 - NCEO Brief: Avoiding Unintended Consequences of Improved Accessibility of State Tests (#35)
There has been a paradigm shift from accommodations to the identification of levels of accessibility (e.g., universal features, designated features, and accommodations). A consequence of this shift is that many students with disabilities who previously were assigned accommodations now access many of them as universal or designated features. This Brief highlights what states and IEP teams can do to avoid possible unintended consequences of the paradigm shift.
Published: May 2024 - Webinar: What Do Students Prefer? Considering Students’ Perceptions and Preferences when Selecting AccommodationsFormats: Free Video
This webinar presents research on students’ preferences for accommodations as well as suggestions for how to incorporate these preferences and perceptions into accommodations decision-making (see NCEO Brief #30
). The primary audience for this webinar is State Education Agency (SEA) special education and assessment staff, especially those who are involved in monitoring accommodations.Published: 4/24/2024 - NCEO APR Snapshot Briefs: 2018-2019 APR Snapshot #25: State Assessment Participation and Performance of Students Receiving Special Education ServicesFormats: 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 2018-19 school year, we present information on participation and performance in reading and mathematics statewide assessments administered to students in grades 3-8 and high school.
Published: October 2022 - NCEO APR Snapshot Briefs: 2018-2019 APR Snapshot #26: Students in Special Education Assigned Assessment AccommodationsFormats: Online
This 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 2018-2019 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: October 2022 - 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 Reports: A Summary of the Research on the Effects of K–12 Test Accommodations: 2018 (#423)
The purpose of this report is to present a synthesis of the research on test accommodations for U.S. elementary and secondary students (K–12) published in 2018. The academic literature described here encompasses empirical studies of performance comparability, investigations into accommodations use, implementation practices, and perceptions of the effectiveness of accommodations. During 2018, 11 research studies were published on the topic of testing accommodations in the U.S. elementary and secondary education system.
Published: February 2021 
NCEO APR Snapshot Briefs: State Assessment Participation and Performance of Students Receiving Special Education Services (#22)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 2017-18 school year, we present information on participation and performance in reading and mathematics statewide assessments administered to students in grades 3-8 and high school. Grade 8 data are highlighted in this snapshot report.
Published: February 2021
Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or GuardiansThis Brief for parents or guardians of students who are English learners answers questions about communicating with teachers when English is a challenge, and the benefits of successful communication. 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
NCEO APR Snapshot Briefs: 2010-2011 APR Snapshot #6: AA-AAS Participation and Performance (#6)Formats: OnlineThis year 2013 report summarizes data for students with disabilities participating in alternate assessments based on alternate achievement standards used for federal accountability in 2010-2011. Data include information on the number of students participating and the performance of those students.
Published: June 2013- NCEO APR Snapshot Briefs: 2010-2011 APR Snapshot #4: State Assessment Participation and Performance of Students Receiving Special Education Services (#4)Formats: Online
This year 2013 report summarizes participation and performance data for students with disabilities taking general state assessments in reading and math, used for federal accountability in 2010-2011.
Published: 2013 
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 English Language Learners (ELLs) with Disabilities Reports: Student Perceptions of Instructional Strategies - Voices of English Language Learners with Disabilities (#11)This year 2005 report examines the input of English learners with disabilities on the instructional strategies identified by educators for teaching reading, math, and science. The context is grade-level standards-based instruction.
Published: July 2005
NCEO English Language Learners (ELLs) with Disabilities Reports: A Review of 50 States' Online Large-Scale Assessment Policies - Are English Language Learners with Disabilities Considered? (#5)This year 2004 report provides an assessment policy review on the extent that the needs of English learners with disabilities are considered in public state assessment policy documents.
Published: September 2004
NCEO Policy Directions: Putting it All Together - Including Students with Disabilities in Assessment and Accountability Systems (#16)This year 2003 report provides an overview of key components of inclusive assessment and accountability systems and to highlight how they fit together to form a cohesive whole that facilitates the intended benefits of standards-based reform.
Published: October 2003