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NCEO Limited English Proficiency Projects Reports: Connecting English Language Proficiency, Statewide Assessments, and Classroom Proficiency (#5)This year 2004 report presents information on the link between academic language, language proficiency tests, and performance on standardized assessments for ELs in grades 3, 5 and 11. Measures in the study included two language proficiency measures, teacher ratings of classroom samples, and two state achievement tests.
Published: August 2004
NCEO Limited English Proficiency Projects Reports: Relationships Between a Statewide Language Proficiency Test and Academic Achievement Assessments (#4)This year 2004 report presents a study on Minnesota's English learner performance on the Test of Emerging Academic English in comparison to English learner and English fluent student reading performance on Minnesota's Comprehensive Assessment in grades 3 and 5, and the Basic Skills Tests in grade 8.
Published: August 2004
NCEO Technical Reports: Almost There in Public Reporting of Assessment Results for Students with Disabilities (#39)This year 2004 report examines the extent that states reported participation and performance data for students with disabilities in the 2001-2002 school year. The report describes state assessment systems, summarizes how states reported disaggregated data for students with disabilities by test, and presents achievement gap information by content area and grades 4, 8 and 10. Recommendations for clear reporting are provided.
Published: August 2004
NCEO Out-of-Level Testing Project Reports: Testing Students with Disabilities Out of Level: State Prevalence and Performance Results (#9)Formats: OnlineThis year 2003 report describes the prevalence and performance results of students participating in out-of-level testing in 3 states of 14 invited to participate in the research study. Among study findings, were wide variability in percentage of students taking tests out-of-level, and at least in one state, larger numbers performing at high levels on below-level tests, suggesting a more difficult test should have been administered.
Published: October 2003
NCEO Synthesis Reports: Washington Alternate Assessment System Technical Report on Standard Setting for the 2002 Portfolio (#52)This year 2003 report presents information on Washington's standard setting procedure for its portfolio alternate assessment for students with significant disabilities. It also gives information on the perception of the standard setting panel regarding the decisions that were made, thereby providing documentation and validation of the standard setting process to establish alternate academic achievement standards for this population.
Published: October 2003
NCEO Technical Reports: A National Study on Graduation Requirements and Diploma Options for Youth with Disabilities (#36)This 2003 report updates the status of states' graduation requirements and diploma options for students with disabilities after the passage of the No Child Left Behind Act. This report also examines state perspectives on intended and unintended consequences of various graduation policies, including exit exams and multiple diploma options, for students with disabilities.
Published: October 2003
NCEO Synthesis Reports: Models for Reporting the Results of Alternate Assessments Within State Accountability Systems (#39)Formats: OnlineA report summarizing six models for reporting the scores of students with disabilities participating in alternate assessments that existed in the year 2001. Reporting the scores of students with disabilities participating in alternate assessments raises a number of challenges, including those surrounding concerns about statistical soundness, as well as those related to the different purposes and focuses that characterize current alternate assessments. At the time of this report, across the nation, states had reached different decisions about how to report the results of their alternate assessments.
Published: September 2001- NCEO Out-of-Level Testing Project Reports: Testing Students Out of Level in Large-Scale Assessments: What States Perceive and Believe (#5)Formats: Online
This year 2001 report describes a study conducted to address the differing opinions, perceptions, and practices involved in testing students out of level in large-scale assessment programs. It focuses on state- level perspectives among those 12 states that allow testing of students with disabilities out-of-level.
Published: March 2001 
NCEO Technical Reports: An Analysis of Inclusion of Students with Disabilities in State Standards Documents (#19)Formats: PDFThis year 1998 report presents the results of a review of state accountability documents from 48 states and Washington DC, specifically analyzing how students with disabilities are represented. Findings describe the variability in reporting practices and the extent of information found on students with disabilities. Recommendations are also given such as including target audience information needs, avoiding overlap and inconsistency in reporting, carefully choosing educational indicators, and more.
Published: January 1998
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- 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 - Empowering Families Toolkit - Tool 1 Video: Why are assessments important, and why should students with disabilities participate in assessments? (Version 2/authentic video of a parent and her children)Formats: Free Video
This video was designed to help families understand why assessments are a good opportunity for their children to show what they know, and for schools to better understand their children’s needs. It also includes tips for families on how to better support their children when they take assessments. This “Version 2” video has the same content as “Version 1” but features an authentic parent and her children. The video is part of the Empowering Families Toolkit developed by NCEO to provide accessible materials for parents about assessment topics.
Published: 9/5/2023 - NCEO Brief: Meeting the 1% AA-AAAS Participation Requirement (#29)
Up to 1.0% of the total tested state student population in a subject area may participate in the alternate assessment based on alternate academic achievement standards (AA-AAAS). This Brief presents the results of analyses of states’ AA-AAAS participation rates from 2015-16 through 2018-19. Information is presented on: (a) the number of states meeting the 1.0% participation requirement in each year from 2015-16 through 2018-19 for mathematics (i.e., math) and reading/language arts (i.e., reading), and (b) states with decreasing and states with increasing patterns of participation rates across the four years in math and reading.
Published: March 2023 - NCEO Reports: The 95 Percent State Assessment Participation Requirement: Current Landscape, State Challenges, and Recommended Strategies (#429)
This report provides an overview of federal statutory language on student participation in state summative assessments used for accountability as well as the participation requirements for states requesting waivers from the 1% threshold on participation in the alternate assessment based on alternate academic achievement standards (AA-AAAS). It also includes a review of why it is important that students participate in testing, the reasons why some states have found it challenging to meet the 95% participation rate, and the extent to which states have met federal testing participation requirements.
Published: 9/30/2021 - NCEO Brief: Getting Ready for the 2021-22 School Year: Frequently Asked Questions (FAQs) About Testing Children with Disabilities (#26)
As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.
Published: August 2021 - NCEO Brief: Alternate Interim Assessments for Students with the Most Significant Cognitive Disabilities (#23)
This Brief offers preliminary guidance for the development of interim assessment options for students with the most significant cognitive disabilities. There are federal requirements that all statewide and districtwide administrations of an assessment must have an alternate assessment. Given the importance interim assessments have now when there is an increased need for timely data on student learning and progress, the creation of high-quality alternate interim assessment options for students with the most significant cognitive disabilities requires urgent attention.
Published: May 2021 - NCEO Brief: Pre-assessment to Plan Instruction for Students with Disabilities During Distance Learning (#21)
Distance learning, whether completely remote or in combination with classroom experiences, can pose challenges for teachers, students, and families. Pre-assessment to plan instruction can help guide the instructional planning process and improve the distance learning experience for students with disabilities, as well as for other students. This brief describes pre-assessment to plan instruction and presents 10 tools that can be used for pre-assessment of students with disabilities. Ideas are presented about ways to use each tool during distance learning. Pre-assessment and the 10 tools can also be used during face-to-face learning.
Published: December 2020