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NCEO Synthesis Reports: Synthesis Report Update 1992: Policy Groups and Reports on Assessing Educational Outcomes (#2)Formats: PDFThe purpose of this report is to provide an update to information presented in Synthesis Report #1. Specifically, this report provides information on the key national policy groups involved in outcomes--related activities and on key reports that have been produced by these groups and others during the past year (1992).
Published: April 1992- Empowering Families Flyer #4: How is test data used at SSIP stakeholder meetings?Formats: PDF
This flyer explains how the review of test data at State Systemic Improvement Plan (SSIP) stakeholder meetings by parents and other stakeholders can support the development and implementation of plans that lead to improved outcomes for their children and all students with disabilities. The flyer also provides tips on how to be active participants in stakeholder meetings. This flyer is part of the Empowering Families Toolkit developed by NCEO to provide accessible materials for parents about assessment topics.
Published: August 2023 
Forum on Implementing Accessibility Frameworks for ALL StudentsFormats: PDFSixty individuals representing staff from state departments of education, school districts, other countries, testing and testing-related companies, and other educational organizations participated in a forum on June 22, 2015 in San Diego, California, to discuss implementing accessibility frameworks for all students, including students in general education, students who are English language learners (ELLs), and students with Individualized Education Programs (IEPs) or 504 plans. The forum was a pre-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), and was a collaboration of the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS) and the National Center on Educational Outcomes (NCEO). Although this report summarizes the introductory information provided to forum participants, its main purpose is to describe the panel presentations and the facilitated forum discussions.
Published: October 2015- 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
NCEO Policy Directions: Using Computer-based Tests with Students with Disabilities (#15)This year 2003 report presents factors to consider in the design of computer-based testing for all students, including students with disabilities and English learners. It also provides a process for initial transformation of paper/pencil assessments to inclusive computer-based testing.
Published: January 2003
NCEO Minnesota Assessment Project Reports: Initial Perceptions of English as a Second Language Educators on Including Students with Limited English Proficiency in Minnesota's High Standards (#33)Formats: OnlineThis year 2000 report presents a study investigating the perceptions, beliefs, and expectations of English as a Second Language educators working towards including English learners in Minnesota's High Standards.
Published: December 2000- NCEO Minnesota Assessment Project Reports: Bilingual Accommodations for Limited English Proficient Students on Statewide Reading Tests: Phase 2 (#31)Formats: Online
This year 2000 report examines a bilingual side-by-side test form accommodation for Spanish language background English learners taking a reading test. The side-by-side form was presented aurally in the native language on a cassette tape.
Published: August 2000