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NCEO Synthesis Reports: High Stakes Testing for Students: Unanswered Questions and Implications for Students with Disabilities (#26)Formats: OnlineThis 1997 literature review looks at existing research on the effects of high stakes tests on students, with particular attention to students with disabilities. The review focuses on potential effects on the curriculum, students, student learning, attitudes, school climate, and costs, and offers recommendations for future research and for those people who develop, implement, and evaluate large-scale testing programs.
Published: January 1997
NCEO Minnesota Assessment Project Reports: Input from the Field on the Participation of Students with Limited English Proficiency and Students with Disabilities in Meeting the High Standards of Minnesota's Profile of Learning (#10)Formats: OnlineThis year 1996 report summarizes focus group input from teachers and administrators on the participation of English learners and students with disabilities in Minnesota's Profile of Learning, which includes performance-based classroom-level assessments.
Published: August 1996
NCEO Synthesis Reports: Outcome-Based Education: Its Relevance to State and National Decision Making (#9)Formats: PDFThis report was developed to propose a framework for applying an outcome-based approach throughout the education system for students with disabilities. The needs of three major levels of the system were examined: local, state, and national. It is argued that it is necessary to define different uses for the term "outcome" in order to achieve consensus and understanding. Matching uses with the needs of the specific levels of the system will help clarify communications and facilitate the process of identifying expected outcomes.
Published: October 1993- Accessibility and Accommodations for ELs with DisabilitiesFormats: Online
This page has links to state content test and English language proficiency assessment accessibility and accommodation policies that address English learners (ELs) with disabilities.
Published: 2021-02-01 - College- and Career-Ready StandardsFormats: Online
This page provides an overview on college and career ready standards.
Published: 2021-02-01 - Formative AssessmentFormats: Online
This page provides information on formative assessment.
Published: 2021-02-01 - State Public Assessment Reports for ELs with DisabilitiesFormats: Online
This page has links to state pages with assessment reports that include disaggregated data for English learners with disabilities.
Published: 2021-02-01 
NCEO Reports: Guidance Manuals for Educators of English Learners with Disabilities: Ideas and Lessons from the Field (#410)This report describes ideas and lessons learned from leaders who developed state education agency guidance manuals for identifying, assessing and referring English learners (ELs) to special education. To ensure that students are receiving optimal instruction, appropriate interventions, and assessments, state, district, and school leaders need to develop or improve the systematic processes educators and administrators work through. Providing manuals with consistent and practical guidance (and appropriate professional learning on their use) is a means to do so. This report presents findings from telephone interviews conducted with the authors of six state manuals, probing the impetus for getting started; the manual development process; dissemination and professional learning; and lessons learned during manual development. The report concludes with implications for state and local leaders.
Published: April 2019- V1-2: Teachers Working Together to Identify Student NeedsFormats: Online
A special education teacher and math teacher discuss the possible need for accommodations for a student. They discuss how the student is performing in class and what strategies they have tried to address her needs.
Published: 2014-05-05 - V1-3: Special Education Teacher Communicating with ParentsFormats: Online
A special education teacher calls a parent to discuss how her daughter is performing in her classes. They discuss how they can work together to make sure she is completing her assignments.
Published: 2014-05-05 - V2-2: Identifying Students' Accommodation NeedsFormats: Online
A special education teacher interviews a student to learn more about her academic strengths and weaknesses. The special education teacher introduces the idea of using the read-aloud accommodation in math.
Published: 2014-05-05 - V3-1: Selecting Instructional AccommodationsFormats: Online
A special education and math teacher discuss "barriers" that may prevent a student from accessing math instruction. They identify possible instructional accommodations for the student including the read-aloud accommodation.
Published: 2014-05-05 - V3-2: Implementing Instructional AccommodationsFormats: Online
The special education and math teacher develop a plan to implement and evaluate a student's accommodations for instruction.
Published: 2014-05-05 - V3-4: Evaluating Instructional AccommodationsFormats: Online
The special education teacher and math teacher share what they have learned about the use of an instructional accommodation for a student. They examine progress monitoring data to assess if her performance is improving.
Published: 2014-05-05 
NCEO Out-of-Level Testing Project Reports: Scale Score Comparability Across Two Levels of a Norm-Referenced Math Computation Test for Students with Learning Disabilities (#8)Formats: OnlineThis year 2002 report summarizes a small-scale comparability study with students with learning disabilities taking the MAT/7 norm-referenced math computation test on-grade and out-of-level. The report includes qualitative feedback from students on both assessment conditions, and addresses limitations of the study.
Published: March 2002- NCEO Out-of-Level Testing Project Reports: Test and Measurement Expert Opinions: A Dialogue About Testing Students with Disabilities Out of Level in Large-Scale Assessments (#6)Formats: Online
This year 2002 report summarizes the discussion of two focus groups composed of test and measurement experts held to address out-of-level testing. The report summarizes the concerns raised and concludes that studies are needed to determine the differential results of out-of-level test scores compared to on-grade level test scores.
Published: March 2002 - NCEO Out-of-Level Testing Project Reports: States' Out-of-Level Testing Policies (#4)Formats: Online
This year 2001 report discusses the context of state assessments systems, including accountability practices in which out-of-level testing is implemented, and describes specific out-of-level testing policies used in those states that allow students to be tested out of level in large-scale assessments. The review includes 12 states' policies and describes such state-level policy features as assessment instrument characteristics, required implementation practices, and test score uses.
Published: June 2001 - NCEO Policy Directions: Recommendations for Addressing Standards and Assessments on State and District IEP Forms (#12)Formats: Online
This year 2001 report provides specific recommendations for how to make IEPs reflect goals and services that support students with disabilities in learning toward high educational standards. The report provides background on IEPs before IDEA 1997 and changes since that time. Recommendations address topics such as adding alternate assessments to IEP forms, including implications of assessment decisions, offering statewide training on standards-based IEPs and assessment options in easily accessed locations, and clearly labeling IEPs so districts know what information is required or recommended.
Published: March 2001 - NCEO Reports: Revisiting the Meaning of “Reduced Depth, Breadth, and Complexity” for AA-AAAS (#441)
Alternate assessments aligned to alternate academic achievement standards (AA-AAAS) are designed and implemented for students with the most significant cognitive disabilities. Historically, these assessments have been described as reflecting reduced depth, breadth, and complexity. Yet, the meaning of these terms is often not defined. The purpose of this report is to provide: (a) an overview of relevant history and legislation that address depth, breadth, and complexity of AA-AAAS; and (2) questions for states to consider as they revise or develop new AA-AAAS. This information also can be useful for states submitting evidence for an existing AA-AAAS to the U.S. Department of Education peer review process.
Published: January 2024 - NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2020-2021 (#19)Formats: Online
This 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 2020-2021 school year, this report presents information on participation and performance in reading and mathematics statewide assessments. This report also includes state profiles for students with disabilities’ participation rates and performance. Due to disruptions from the pandemic, rates of participation varied widely throughout the country. Data for this school year may not be comparable with other years.
Published: January 2024