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- Testimony of Rachel Quenemoen, Before the Committee on Education and the Workforce, United States House of RepresentativesFormats: Online
This testimony was presented at the Hearing on No Child Left Behind: Ensuring High Academic Achievement for Limited English Proficient Students and Students with Disabilities, before the Committee on Education and the Workforce, United States House of Representatives.
Published: 2006-07-26 - Testimony of Martha Thurlow, Director, National Center on Educational Outcomes Before the Committee on Education and the Workforce, United States House of RepresentativesFormats: PDF
This testimony was presented at the Hearing on NCLB and the Inclusion of Students with Disabilities in the Accountability and Assessment Systems, before the Committee on Education and the Workforce, United States House of Representatives.
Published: 2004-03-03 
NCEO Framework for Educational Accountability: Post-School OutcomesFormats: PDFThis 1998 document extends the NCEO Framework for Educational Accountability, focusing on outcomes and indicators for the post-school individual, and examines the relationship between these outcomes and indicators and the SCANS Skills & Competencies. How to adopt or adapt the framework for system-wide or individual accountability is explained.
Published: October 1998
NCEO Synthesis Reports: A Compilation of States' Guidelines for Including Students with Disabilities in Assessments (#17)Formats: PDFThis report provides a listing of states' written guidelines on the participation of students with disabilities in assessments (1993).
Published: February 1995
NCEO Synthesis Reports: Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2010-2011 (#85)A report tracking test design changes between the alternate assessment based on modified academic achievement standards (AA-MAS) and regular assessment, whether states' AA-MAS were computer-based, whether states with computer-based tests (CBTs) included tutorial and practice test opportunities, and whether states' documents included considerations for English Language Learners (ELLs) with disabilities. Federal regulations introduced AA-MAS as another assessment option for students with disabilities in 2007. Eligible students may be from any disability category, and they must be considered unlikely to achieve grade-level proficiency within the time period covered by their Individualized Education Program (IEP) and have IEP goals based on grade-level content standards. NCEO has been tracking the characteristics of states' AA-MAS since 2007. According to the 2009 NCEO update on test characteristics, 13 states had developed what they considered to be an AA-MAS, and three states (Texas, Kansas, and Louisiana) had received federal approval. The further study reported in this publication found 17 states that by the 2010-11 academic school year had developed, or were developing, what they considered to be an AA-MAS, and one additional state (North Carolina) had received federal approval.
Published: September 2011
PARA Accessible Reading Assessment Reports: Exploring Factors that Affect the Accessibility of Reading Comprehension Assessments for Students with Disabilities: A Study of Segmented TextA document reporting on a study seeking to experimentally examine factors affecting accessibility of assessments for students with disabilities. This study focused on reading comprehension assessments since (1) reading is one of the primary areas of the NCLB Title I accountability requirements, and (2) reading is the underlying ability for understanding instruction and assessment in all other content areas. A randomized field trial study in which a reading comprehension assessment, designed to be potentially more accessible for students with disabilities, was administered to groups of students including students with disabilities. Three long reading comprehension passages from existing state assessments were broken down into more manageable segments with corresponding questions placed immediately after each segment. The results of the segmenting study indicated that:
- Segmenting did not affect reading performance of students without disabilities, suggesting that it does not compromise the validity of reading assessment
- Segmenting did not affect reading performance of students with disabilities
- The segmented version had a higher reliability for students with disabilities without affecting the reliability for students without disabilities
- No trends were observed for student motivation, general emotions, and moods with respect to segmented assessment in either disability or no disability groups.
Published: January 2009
NCEO Synthesis Reports: Varied Opinions on How to Report Accommodated Test Scores: Findings Based on CTB/McGraw-Hill's Framework for Classifying Accommodations (#49)This year 2003 report outlines the challenges of state education agencies determining the most appropriate way to report test scores of students receiving accommodations. These three ways are to (1) report all scores in the aggregate (i.e., do not differentiate between accommodated and non-accommodated test scores), (2) report accommodated scores separately, and (3) report accommodated scores both in the aggregate as well as separately. These approaches reflect different beliefs on how accommodations influence test scores, and the perceived need for future accommodations research. Survey results include perceptions held by people familiar with policy or research on the way in which test scores are influenced by accommodations and how scores obtained under accommodated conditions are to be treated in reporting. The results show that the extent of agreement about how accommodated scores should be treated depends on the accommodation. The study also shows how deep-seated beliefs lead some respondents to consider almost no accommodation as changing the construct, whereas other respondents consider almost all accommodations as influencing the construct being measured.
Published: April 2003- Understanding English Learner Accommodations : Bilingual Word to Word DictionariesFormats: Free Video
The video describes one of the testing accommodations allowed for English learners on West Virginia state assessments. It describes the West Virginia policy on using bilingual word to word dictionaries as English-language supports. The video is part of a series called “Understanding English learner accommodations,” a set of resources created for the West Virginia Department of Education.
Published: 11/3/2022 
Evidence Base on Assessment Accommodations for English LearnersFormats: PDFThis brief summarizes the findings of a 2010-2018 literature review on assessment accommodations conducted by the Improving Instruction for English Learners through Improved Accessibility Decisions project. The complete literature review titled “A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities 2010-2018” includes the full list of 11 included studies.
Published: July 2020- Assessment Today: How We Got Here and Where We are GoingFormats: Online
In this presentation Dr. Martha Thurlow, Executive Director of the National Center on Educational Outcomes (NCEO) traces the history of the inclusion of students with disabilities in large-scale assessments, addressing the history of assessment for students with disabilities and how the current assessment context and projected future events relate to this history.
Published: 2016-06-30 
A Guide to Educational Acronyms: What's in the Alphabet Soup?Formats: PDFA resource guide providing a glossary of the "alphabet soup" of educational acronyms. NCEO developed this "acronym handbook" as a resource to define, clarify, or remind anyone involved legislative and policy discussions of definitions of routine educational acronyms. This pocket guide will be a useful tool for participants, whether they are state legislators, teachers, parents, or others.
Published: 2012
TARA Reports: Field-based Perspectives on Technology Assisted Reading Assessments: Results of an Interview Study with Teachers of Students with Visual Impairments (TVIs)Formats: PDFThe purpose of this study was to gather information to inform the design and development of a technology-assisted reading assessment for students with visual impairments or blindness.
Published: August 2009- How to Develop State Guidelines for Access Assistants: Scribes, Readers, and Sign Language InterpretersFormats: Online
A manual offering states a tool to assist in the development or enhancement of guidelines for access assistants. Whether a state already has guidelines or is just in the process of establishing them, this manual will provide structure to the process and many examples of criteria already included by states.
Published: 2006 
NCEO Minnesota Assessment Project Reports: 1999 Report on the Participation and Performance of Students with Disabilities on Minnesota's Basic Standards Tests (#29)Formats: OnlineThis year 2000 report examines the participation and performance of students with disabilities on the Basic Standards Tests since the first statewide administration in 1996, across grades 8 through 11.
Published: July 2000- NCEO Maryland/Kentucky State Assessment Project: Characteristics of Students Who Participate in Kentucky's Testing System Under Various Conditions (#4)Formats: Online
A report from the past Maryland-Kentucky-NCEO Assessment Project, a federally funded effort supported, in part, by a grant to the Maryland State Department of Education.
Published: August 1999 - NCEO Maryland/Kentucky State Assessment Project: A Comparison of State Assessment Systems in Maryland and Kentucky with a focus on the participation of students with disabilities (#1)Formats: Online
A report from the past Maryland-Kentucky-NCEO Assessment Project, a federally funded effort supported, in part, by a grant to the Maryland State Department of Education.
Published: November 1996 - NCEO Minnesota Assessment Project Reports: Resources: Students with Disabilities in National and Statewide Assessments (#7)Formats: Online
This year 1996 report provides an annotated bibliography on accommodation issues related to students with disabilities in national and state administered assessments.
Published: August 1996 
NCEO Synthesis Reports: A Compilation of States' Guidelines for Accommodations in Assessments for Students with Disabilities (#18)Formats: PDFThis report provides a listing of states' written guidelines on accommodations, modifications, and adaptations of assessments for students with disabilities (1993).
Published: March 1995- NCEO Policy Directions: Opportunity to Learn Standards (#4)Formats: Online
This year 1995 report defines opportunity-to-learn standards, addresses the rationale behind them, and makes recommendations for how to reasonably include students with disabilities when considering these standards.
Published: January 1995 
NCEO Synthesis Reports: Implications of Outcomes-Based Education for Children with Disabilities (#6)Formats: PDFThis report discusses Outcomes-based education (OBE) and its implications for students with disabilities from the perspective of the National Center on Educational Outcomes (NCEO).
Published: April 1993