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- English Learners with Disabilities Toolkit: Planning for the Accessibility Needs of an English Learner with a Disability Who Participates in State General Assessments (Tool 6)Formats: PDF
This tool describes a planning process for determining the access needs of an individual student who is an English learner with a disability and will take state general assessments. It includes components of a sample accessibility plan for an English learner with a disability and a model of a completed plan. The sample accessibility plan is designed to supplement the IEP. States may customize this tool as needed to meet their needs.
Published: November 2024 
NCEO Technical Reports: Trends in the Participation and Performance of Students with Disabilities (#50)A report describing the first comprehensive analysis conducted by the National Center on Educational Outcomes (NCEO) of trends in the public reporting of state assessment results for students with disabilities. The study followed NCEO's four analyses of public reporting since the federal No Child Left Behind Act of 2001. More states are reporting assessment data for students with disabilities disaggregated by grade level and content area. States have also improved their data collection systems that make this type of reporting possible but the number of states for which data were available across the four years was relatively small. Based on the states with data across years, average percentages of students with disabilities performing at the proficient or above level showed moderate increases across the four years for both reading and math in elementary and middle schools but not in high schools. Trend data also showed higher percentages of elementary school students demonstrating proficient or above performance in reading and math than their counterparts in middle and high school. Trends in the Participation and Performance of Students with Disabilities is a brief summary of this report.
Published: December 2008
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
NCEO State Surveys: 1997 State Special Education Outcomes: A Report on State Activities During Educational ReformFormats: PDFThis report presents the results of the sixth survey of state activities in the assessment of educational outcomes for students with disabilities conducted by NCEO since 1991. NCEO sent the survey to directors of special education of all the 50 regular states and the 10 unique states that provide special education under the provisions of the Individuals with Disabilities Education Act. Results are presented in seven sections: (1) Students with disabilities and standards-based reform, (2) Measuring the participation of students with disabilities in statewide testing, (3) state activities in developing alternate assessments, (4) Using assessment results for students with disabilities, (5) Individualized Educational Programs and assessments, (6) Measuring non-academic outcomes for students with disabilities, and (7) Current issues and technical assistance needs.
Published: November 1997
NCEO State Surveys: State Special Education Outcomes 1991: A Report on State Activities in the Assessment of Educational Outcomes for Students with DisabilitiesFormats: PDFThis is NCEO's first survey of states conducted in 1991 to address the needs of state directors, policymakers and others for information about current state activities in multiple outcomes areas: Knowledge, skills, status, and attitudes of students with disabilities. It also addresses issues related to change over time in accountability and assessment activities. The specific objectives of this survey were to: (1) Develop an ongoing system to describe the status of state activities to assess educational outcomes, (2) Develop an ongoing tracking system of procedures and practices used by states to include and make accommodations in the assessment of students with disabilities, (3) Identify persistent barriers and needs of states related to outcomes assessment, and (4) Identify state data bases that might be used to create a national data base of outcomes for students with disabilities.
Published: January 1992- Guidance for Examining District Alternate Assessment Participation RatesFormats: PDF
This document provides states with effective and technically defensible practices for monitoring participation rates for alternate assessments at the district level to comply with the federal 1% policy limit on statewide alternate assessment participation for students with the most significant cognitive disabilities.
Published: 2018-10-01 
NCEO Synthesis Reports: Assessing Educational Outcomes: State Activity and Literature Integration (#1)Formats: PDFIn October 1990 the National Center on Educational Outcomes (NCEO) for Students with Disabilities was established at the University of Minnesota. Its mission is to provide national leadership in the development of educational outcomes and a system of indicators for students with disabilities. For NCEO it is necessary to give attention not only to the most recent research related to outcomes indicators in general but also to research that has been conducted in special education. The purpose of this document is to provide a synthesis of information that is available in the current literature. Topics of relevance to this literature review include (1) Educational reform and its current status in the United States, (2) Definitions of key terms, (3) Current models of educational indicators in both general education and special education, (4) Current states of outcomes indicators activities in both general education and special education, and (5) Critical issues in the development of a comprehensive system of educational indicators. This document will be revised annually in order to incorporate new literature and current events that pertain to the educational outcomes of students with disabilities.
Published: July 1991
NCEO Reports: Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape (#400)This document is the fourth in a series of Principles documents produced by the National Center on Educational Outcomes (NCEO). NCEO revisited and revised its 2008 Principles for inclusive assessment systems to respond to the many changes in the current educational assessment context. The revised Principles reflect a broader perspective that acknowledges that the Principles should apply not only for students with disabilities but also for English learners (ELs) and ELs with disabilities, as well as to all types of assessments in assessment systems. Similar to previous documents, it is designed to identify the principles and characteristics of inclusive assessment systems.
Published: February 2016
NCEO Synthesis Reports: Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) Participation Policies (#88)A report focusing on participation policies for alternate assessments based on alternate achievement standards (AA-AAS). Since 1992, NCEO has analyzed participation and accommodation policies for students with disabilities on state administered assessments, and has developed reports on policies for regular assessments, AA-AAS, and alternate assessments based on modified achievement standards (AA-MAS). Publicly available participation guidelines were compiled and analyzed for 58 states and entities (Washington DC, Guam, etc.). In addition to providing a national picture of policies, it presents the results of the policy analysis by each of the four content assessment consortia that have been funded to develop new assessment systems: two that are developing regular assessment systems (Partnership for Assessment of Readiness for College and Careers - PARCC, and Smarter Balanced Assessment Consortium - SBAC), and two that are developing systems for alternate assessments based on alternate achievement standards (Dynamic Learning Maps - DLM, and National Center and State Collaborative - NCSC).
Published: December 2012
NCEO State Surveys: State Special Education Outcomes 1993: A Report on State Activities in the Assessment of Educational Outcomes for Students with DisabilitiesFormats: PDFA report on NCEO's third survey of states conducted in 1993 to address the needs of state directors, policymakers and others for information about current state activities in multiple outcomes areas: Knowledge, skills, status, and attitudes of students with disabilities. It also addresses issues related to change over time in accountability and assessment activities. The specific objectives of this survey were to: (1) Develop an ongoing system to describe the status of state activities to assess educational outcomes, (2) Develop an ongoing tracking system of procedures and practices used by states to include and make accommodations in the assessment of students with disabilities, (3) Identify persistent barriers and needs of states related to outcomes assessment, and (4) Identify state data bases that might be used to create a national data base of outcomes for students with disabilities.
Published: March 1994
NCEO Brief: Exploring Alternate ELP Assessments for ELLs with Significant Cognitive Disabilities (#10)A brief presenting information on what we know about the participation of English language learners (ELLs) with disabilities in state alternate assessments based on alternate achievement standards (AA-AAS), highlighting information collected by NCEO that informs what we know about the participation of ELLs with disabilities in alternate English language proficiency (ELP) assessments. Topics addressed in the brief include: (a) the size of the population of ELLs with disabilities; (b) what states say about the inclusion of ELLs with disabilities in alternate ELP assessments, and the participation of ELLs with disabilities in alternate ELP assessments; and (c) experts' recommendations about alternate ELP assessments for ELLs with significant cognitive disabilities. Conclusions focus on four recommendations for consideration.
Published: July 2014
NCEO State Surveys: State Special Education Outcomes 1992: A Report on State Activities in the Assessment of Educational Outcomes for Students with DisabilitiesFormats: PDFA report NCEO's second survey of states conducted in 1992 to address the needs of state directors, policymakers and others for information about current state activities in multiple outcomes areas: Knowledge, skills, status, and attitudes of students with disabilities. It also addresses issues related to change over time in accountability and assessment activities. The specific objectives of this survey were to: (1) Develop an ongoing system to describe the status of state activities to assess educational outcomes, (2) Develop an ongoing tracking system of procedures and practices used by states to include and make accommodations in the assessment of students with disabilities, (3) Identify persistent barriers and needs of states related to outcomes assessment, and (4) Identify state data bases that might be used to create a national data base of outcomes for students with disabilities.
Published: March 1993- NCEO Brief: Steps to Equitably Include Deaf Students in Assessments (#25)
Standardized tests have many uses in education. For example, they are used to document student achievement, measure progress, and determine readiness for postsecondary education or employment. However, deaf students often do not have equitable access to standardized tests. This Brief is jointly written by the National Center on Educational Outcomes (NCEO) and the National Deaf Center on Postsecondary Education (NDC). It provides three key steps to support deaf students in standardized testing.
Published: December 2021 
NCEO Newsletter: October 2015 issueFormats: OnlineAn issue providing a link to the new NCEO Web site, with many new topics and lots of new information, plus summaries of, and links to, several new NCEO products. Among them is the report on the National Conference on Student Assessment pre-conference forum, titled Implementing Accessibility Frameworks for ALL Students, which focuses on the challenges and opportunities of the new context of many new assessments. This issue also highlights the results from the 2014 Survey of States, a report on graduation policies for students with disabilities who participate instates' general assessments, and the latest Data Analytics report on public reporting of state assessment data on students with disabilities.
Published: October 2015- Guidance for examining disproportionality of student group participation in alternate assessmentsFormats: PDF
This document examines disproportionality with respect to student group participation in Alternate Assessments aligned with Alternate Academic Achievement Standards (AA-AAAS). This paper is a companion to “Guidance for Examining District Alternate Assessment Participation Rates” (Evans & Domaleski, 2018). This companion document outlines a broad framework and general principles to guide the examination of AA-AAAS participation rates, particularly in light of the challenge of small n-sizes and associated uncertainty.
Published: 2019-08-01 
NCEO Reports: 2015-16 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#407)This is the nineteenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2015-16 assessment data for students with disabilities "to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children," as required by the Individuals with Disabilities Education Act (IDEA). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.
Published: July 2018
NCEO Reports: 2013-14 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#401)This is the seventeenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) require states to disaggregate participation and performance data at the state level. The ESEA flexibility waivers that many states received also require states to report for the "all students" group as well as for all of the subgroups, including students in special education, as long as the number of students in a subgroup is equal to or above the minimum reporting number defined by the state. This report presents information on publicly reported participation and performance data for the 50 regular states and the 11 unique states. Recommendations are offered to states for the public reporting of disaggregated data for students with disabilities.
Published: February 2016- NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2018-2019 (#16)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 2018-19 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.
Published: January 2023 - NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2017-2018 (#15)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 2017-18 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.
Published: January 2023
