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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
NCEO Synthesis Reports: Accommodations: Results of a Survey of Alabama Special Education Teachers (#81)A report containing the findings from a survey of 2,336 special education teachers in the state of Alabama on making and implementing decisions about accommodations. A number of areas of strength were noted in the survey responses provided by this large sample of Alabama special education teachers. The special education teachers who responded to the survey demonstrated overall knowledge of accommodations use, despite the challenging items presented to them. Nevertheless, there is an evident need for professional development on making accommodations decisions and on implementing accommodations for instruction and assessment.
Published: November 2010
NCEO Technical Reports: A Summary of the Research on the Effects of Test Accommodations: 2007-2008 (#56)The use of accommodations for both instruction and assessment continues to be of great importance for students with disabilities. Numerous efforts are underway to ensure that students with disabilities participate meaningfully in more inclusive classrooms and large-scale assessments. Still, there is a need for greater understanding of the ways in which accommodations are selected and implemented during classroom instruction and assessments. The purpose of this report is to provide an update on the state of the research on testing accommodations, as well as to identify promising areas of research likely to contribute to understanding of current and emerging issues.
Published: May 2010- NCEO Annual Performance Reports and State Performance Plans: 2006-2007 State Assessment DataFormats: PDF
A report summarizing the 2006-2007 state assessment information that was submitted by states in their Annual Performance Reports. States and other educational entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA) submitted their Annual Performance Reports and Section 618 Table 6 data together to the U.S. Secretary of Education on or before February 2008. This report contains information on large-scale assessment participation and performance data for the 2006-2007 school year.
Published: July 2009 
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: Nearing the Target in Disaggregated Subgroup Reporting to the Public on 2004-2005 Assessment Results (#46)This year 2007 report describes the public reporting of participation and performance data for students with disabilities published on state department of education web sites for the 2004-2005 school year. It describes the state assessment systems, how data were reported, and achievement gaps. It concludes with recommendations for public reporting.
Published: April 2007
NCEO English Language Learners (ELLs) with Disabilities Reports: Use of Chunking and Questioning Aloud to Improve the Reading Comprehension of English Language Learners with Disabilities (#17)This year 2006 report provides details about a series of single-subject research studies examining how chunking and questioning aloud could be used to improve grade-level standards-based reading achievement of English learners with learning disabilities.
Published: December 2006
NCEO English Language Learners (ELLs) with Disabilities Reports: Large-Scale Assessments and English Language Learners with Disabilities - A Case Study of Participation, Performance, and Perceptions: "Walking the Talk!" (#15)This year 2006 report describes issues that surround the inclusion of English learners in states' large-scale assessment systems with a focus on gathering practical information at the local school level to reflect a variety of perspectives.
Published: August 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 English Language Learners (ELLs) with Disabilities Reports: Confronting the Unique Challenges of Including English Language Learners with Disabilities in Statewide Assessments (#9)This year 2005 report examines the challenges that state educational agencies face when including English learners with disabilities in statewide assessments and the solutions they have identified. The study involved telephone interviews with state department personnel in areas of assessment, English learner programs, and special education in 14 states.
Published: June 2005
NCEO Technical Reports: Steady Progress: State Public Reporting Practices for Students with Disabilities After the First Year of NCLB (2002-2003) (#40)This 2005 report examines the extent to which states report to the public on the participation and performance of students with disabilities for year 2002-2003. It provides descriptions of state assessment systems, summarizes achievement gaps by content and grade level, and provides recommendations for clear reporting.
Published: May 2005
NCEO Out-of-Level Testing Project Reports: Understanding Out-of-Level Testing in Local Schools: A First Case Study of Policy Implementation and Effects (#11)This year 2004 report presents findings from a case study of large-scale assessment practices in a local educational agency. The research project was conducted to study specific effects of testing students with disabilities out-of-level and to describe teachers' and students' perceptions of these effects.
Published: September 2004
NCEO English Language Learners (ELLs) with Disabilities Reports: Educator Perceptions of Instructional Strategies for Standards-based Education of English Language Learners with Disabilities (#7)This year 2004 report presents a study conducted to determine the teacher-identified effective strategies for teaching grade-level reading/English language arts, mathematics, and science content to English learners with disabilities.
Published: August 2004