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- V5-1: Evaluating Assessment AccommodationsFormats: Online
The special education teacher meets with the teacher who administered a student's assessment accommodation to discuss the student's test day experience.
Published: 2014-05-05 - V5-2: Meeting with Featured Student after Assessment AccommodationFormats: Online
A special education teacher interviews a student after the state test. The student shares her perspective on whether the accommodation "worked."
Published: 2014-05-05 - V5-3: Improving Assessment AccommodationsFormats: Online
The special education teacher meets with the district test coordinator. They talk about the student's experience on test day and possible changes to make next year.
Published: 2014-05-05 
Moving Your Numbers WebsiteFormats: OnlineA website presenting Moving Your Numbers, which provides examples of real districts -- from small rural communities to large urban centers -- that are positively affecting the performance of all children, including students with disabilities, through collective and focused actions of adults. While different in demographics, each of these districts has publicly committed to improving teaching and learning for every child through effective data use and changing the ways in which adults across the system work and learn together.
Published: 2012- NCEO Technical Reports: State Graduation Requirements for Students With and Without Disabilities (#24)
This year 1999 report documents state graduation requirements based on a survey study of assessment directors of 50 states and the District of Columbia. The National Center on Educational Outcomes and the National Transition Network collaborated in this study. The report describes what is required for students with and without disabilities to earn exit documents in each state, including standard diplomas, certificates of completion, IEP diplomas and honor diplomas, and provides details about exam and coursework modifications that states allow for students with disabilities. The report offers recommendations for policymakers as they consider setting policy for graduation requirements.
Published: April 1999 - NCEO Reports: Two Pieces of a Puzzle: The 95% Participation Requirement in State Plans and States’ Opt-out Policies (#443)
This report presents the findings of an analysis of states’ Elementary and Secondary Education Act (ESEA) Consolidated State Plans in regards to the 95% participation requirement. Since state-level assessment opt-out policies may impact participation rates, this report also provides an overview of how states’ policies addressed opt-out.
Published: June 2024 - What Does Meaningful Accessibility Really Mean?Formats: PDF
This report contains the proceedings of a forum held on June 28, 2023 in New Orleans, Louisiana to discuss issues surrounding meaningful accessibility of assessments. The forum was a post-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA) and was a collaboration of the Assessment, Standards, and Education for Students with Disabilities (ASES) Collaborative and the National Center on Educational Outcomes (NCEO). A specific goal of the forum was to gather representatives from state education agencies (SEAs), assessment vendors, assistive technology experts, and others to discuss the meaningful accessibility of assessments and to identify possible solutions to the challenges that students face when accessing assessments.
Published: November 2023 - NCEO Data Analytics: Number and Percentage of Students with Disabilities by Disability Category from 2005-06 to 2020-21 (#17)Formats: Online
This interactive report presents information on the percentage of students with disabilities ages 6-17, and the percentage of these students by category for school years 2005-06 to 2020-21. Students with disabilities are students who receive special education services as indicated in an Individualized Education Program (IEP). The U.S. Department of Education receives data from states on the number of these students in each of 13 disability categories, and the number and percentage of students with disabilities varies over time, by category, and by state. The data in this report allow users to view trends over time, disability categories, and provides data by state.
Published: April 2023 - NCEO Reports: The Formative Assessment Practices Landscape for Students with Disabilities: An Analysis of State Definitions and Practices, 2021 (#435)
This report outlines the approaches that state education agencies (SEAs) have taken in defining and using formative assessment practices, including practices to explicitly support students with disabilities. At the state level, there have been efforts to develop or adopt formal definitions of formative assessment practices that guide how these practices are used in instruction. Given the different approaches and definitions that might exist for formative assessment practices, this report aims to describe how states are communicating and supporting these practices with their districts and schools.
Published: May 2022 - NCEO Reports: State Approaches to Monitoring AA-AAAS Participation Decisions (#432)
This report presents the findings of a survey of states that examined the policies, practices, and procedures State Education Agencies (SEAs) used to monitor IEPs for participation decision making in alternate assessments based on alternate academic achievement standards (AA-AAAS). It is imperative that only students with the most significant cognitive disabilities participate in the AA-AAAS because it has short- and long-term implications. The instruction of students taking the AA-AAAS may be reduced in depth, breadth, or complexity, and this may have implications for graduation as well as reduce post-secondary options.
Published: April 2022 - NCEO Brief: Understanding the Characteristics of English Learners with Disabilities to Meet Their Needs During State and Districtwide Assessments (#24)
The purpose of this Brief is to highlight available federal data about the characteristics of English learners with disabilities, including how the population has changed over time. Understanding the characteristics of English learners with disabilities is critical to ensuring that their needs are met appropriately during the assessment process. Three characteristics are highlighted: (a) percentage of all students with disabilities identified as English learners, (b) disability categories of English learners with disabilities, and (c) classroom placements of English learners with disabilities. The implications of these characteristics for assessment are discussed in this Brief.
Published: 10/26/2021 
NCEO APR Snapshot Briefs: 2017-2018 APR Snapshot #24: AA-AAAS Participation and Performance (#24)Formats: OnlineAn Alternate Assessment based on Alternate Academic Achievement Standards (AA-AAAS) has been developed by each state to measure the academic achievement of students with significant cognitive disabilities. This report summarizes AA-AAAS data used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data for the 2017-2018 school year, we present information on the number of students participating in the AA-AAAS and the performance of those students.
Published: January 2021
NCEO Brief: Five Formative Assessment Strategies to Improve Distance Learning Outcomes for Students with Disabilities (#20)The purpose of this Brief is to describe the use of formative assessment processes with students with disabilities during distance learning. Formative assessment is important for all kinds of learning, and especially focuses students on learning and evidence of learning. This Brief presents five strategies that can be used to support student understanding of their own learning. This has the potential to be a powerful antidote to the “check-box” approach some students may bring to online learning where they focus on compliance with following directions and completing a list of assignments.
Published: May 2020
NCEO Data Analytics: Percentage of Students with IEPs Who Were Assigned Accommodations from 2007-08 to 2016-17 (#13)Formats: OnlineThis interactive report presents data on the number and percentage of students receiving special education services who were assigned accommodations for the state general assessments used for accountability purposes in grades 3-8 and high school from 2007-08 to 2016-17. This report displays data on content area differences, grade level differences, trends over time, accommodations vs. performance, and state profiles.
Published: May 2020
NCEO Reports: Students with Disabilities in Educational Policy, Practice, and Professional Judgment: What Should We Expect? (#413)This report provides a cross-disciplinary look at educational policy, practice, and law related to expectations for students with disabilities. It addresses three questions critical to a discussion of expectations for students with disabilities, viewing the questions from an educational perspective and a legal perspective. The report concludes with responses to each of the questions and then provides recommendations for action based on what thoughtful, informed professional judgment of appropriate educational opportunities for students with disabilities should be.
Published: May 2019
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2015-2016 (#7)Formats: OnlineThis 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 2015-16 school year, we present information on participation and performance in reading and mathematics statewide assessments.
Published: July 2018
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2014-2015 (#6)Formats: OnlineThis 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 2014-15 school year, we present information on participation and performance in reading and mathematics statewide assessments.
Published: June 2018
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 Brief: Participation Guidelines for New Assessments: Thinking Through Their Development (#3)A brief -- the third in a series for the Race to the Top Assessment Consortia -- addressing the need for the Consortia to develop shared assessment participation criteria for students with disabilities, English language learners (ELLs), and ELLs with disabilities. It presents information that shows the variability in member state assessment participation rates and criteria. This brief also identifies ways to address the perspectives underlying variability in participation rates and the questions that Consortia may need to ask as they develop their common participation criteria.
Published: June 2011
NCEO Brief: Don't Forget Accommodations! Five Questions To Ask When Moving to Technology-based Assessments (#1)A brief -- the first in a series for the Race to the Top Assessment Consortia -- addressing the need to think carefully about accommodations when moving from paper-based assessments to technology-based assessments. It highlights questions to ask and introduces topics needing clarification by the Consortia. Among the topics are determining which embedded features are available and to whom, which embedded features are to be called accommodations, and which accommodations are still needed that cannot be embedded.
Published: April 2011