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- NCEO Annual Performance Reports and State Performance Plans: 2007-2008 State Assessment DataFormats: PDF
A report summarizing the 2007-2008 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 2009. This report summarizes the 2007-2008 state assessment information that was submitted by states in their Annual Performance Reports. It contains information on large-scale assessment participation and performance data for the 2007-2008 school year.
Published: August 2010 
NCEO English Language Learners (ELLs) with Disabilities Reports: Policymaker Perspectives on the Inclusion of English Language Learners with Disabilities in Statewide Assessments (#8)This year 2005 report describes how state educational agencies are including English learners with disabilities in statewide assessments and supporting local education agencies in their communication of assessment results to families. The study involved telephone interviews with state department personnel in the areas of assessment, English learner programs, and special education in states with large and small populations of English learners.
Published: August 2005
NCEO Out-of-Level Testing Project Reports: Rapid Changes, Repeated Challenges: States' Out-of-Level Testing Policies for 2003-2004 (#13)This year 2004 report summarizes a 2003-2004 state policy review of out-of-level testing, and compares these findings to a prior policy review on out-of-level testing conducted in 2000-2001. The first policy review in 2000-2001 included 12 states, and the updated review includes 17 states that allow out-of-level testing.
Published: September 2004
NCEO Technical Reports: State Literacy Standards, Practice, and Testing: Exploring Accessibility (#38)This year 2004 report reviews state reading standards, addresses alternative modes for student interaction with print, and analyzes the correspondence between reading standard requirements and the modes of interaction with print. It concludes by identifying implications for instruction, assessment and related issues. The authors consider this paper to be a first step in exploring how students can access print in order to more widely promote student access to standards, instruction and assessments.
Published: May 2004
NCEO Policy Directions: Rethinking Basic Assumptions of Test Development - Assessment Frameworks for Inclusive Accountability Tests (#17)This year 2003 report discusses how to incorporate new assumptions about teaching and learning coming out of standards-based reform so that assessments can both meet the requirements of NCLB accountability and give better information about performance of students in prescribed content. This includes compatible classroom diagnostic assessments and clarification and articulation of content standards.
Published: November 2003- NCEO Out-of-Level Testing Project Reports: Reporting Out-of-Level Test Scores: Are These Students Included in Accountability Programs? (#10)
This year 2003 report describes the extent to which scores for students with disabilities tested out-of-level were reported publicly in state accountability documents for the years 1999-2001. The report includes results of follow-up telephone calls with state personnel to clarify the results of the document review. The report concludes with three challenges to reporting out-of-level testing data.
Published: October 2003 
NCEO Technical Reports: A Summary of Research on the Effects of Test Accommodations: 1999 through 2001 (#34)This year 2002 report summarizes 46 empirical research studies on accommodations published between 1999 through 2001. The report describes the characteristics of the studies: purpose, type of assessment and content, participants, research design, findings, and limitations. Observations from the analysis are given with recommendations for future research, including considerations in assessment design and standardization (i.e., universal design) to reduce the need for accommodations.
Published: December 2002
NCEO Technical Reports: Are We There Yet? Accountability for the Performance of Students with Disabilities (#33)This year 2002 report identifies and describes state accountability systems to determine the degree that public documents clearly articulate whether students with disabilities are included in accountability calculations. Primary indicators addressed in state systems included student performance on statewide assessments, Performance growth, attendance rates, and dropout rates. The review found that only a handful of states clearly counted all students with disabilities in accountability determinations for schools.
Published: November 2002- NCEO Out-of-Level Testing Project Reports: A Follow-Up Web-Based Survey: Test and Measurement Expert Opinions on the Psychometric Properties of Out-of-Level Tests (#7)Formats: Online
This year 2002 report presents results of a survey conducted with researchers, academicians, and others with expertise in testing theory and large-scale assessment on the topic of out-of-level testing. The report summarizes both quantitative and qualitative analyses of the survey data. The report concludes by recommending further areas of research to guide the development of out-of-level testing policies and practices.
Published: July 2002 - 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: Online
This 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 Technical Reports: What Databases Tell Us about Differential Levels of Use and How to Document the Use of Accommodations (#30)Formats: OnlineThis year 2001 report presents an analysis of accommodation use data from 12 states. Findings include extremely variable rates in accommodation use, use patterns by level of schooling, and concerns about data accuracy drawn from how states record accommodation use. Further, states report accommodated student data in unique ways making comparisons difficult.
Published: August 2001- 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 Technical Reports: Effects of a Reading Accommodation on the Validity of a Reading Test (#28)Formats: OnlineThis year 2000 report examines the effect of a read aloud accommodation on the performance of students on a reading comprehension test. Thirty-two students from general education and special education were administered two equivalent forms of the California Achievement Tests (CAT/5) Comprehension survey. One of the groups took a form with the read aloud accommodation. There were no significant effects by student status found, except for a moderate positive effect size for students with disabilities. Information on student preference of the read aloud accommodation by student status are also presented.
Published: December 2000
NCEO Synthesis Reports: Social Promotion and Students with Disabilities: Issues and Challenges in Developing State Policies (#34)Formats: OnlineThis 2000 policy study looks at existing and emerging state policies on social promotion to determine the extent to which students with disabilities are included or excluded. Results reflect the status of state policies at one point in time, as determined from publicly available state documents and statutes. The review is meant to contribute to thoughtful policy development and stimulate consideration of issues associated with high stakes testing to assess accountability for students with and without disabilities.
Published: June 2000
NCEO Technical Reports: Educational Results for Students with Disabilities: What Do the Data Tell Us? (#23)Formats: PDFThis year 1998 report presents an analysis of state performance reports, focusing on how students with disabilities are doing nationally on assessments of academic content and nonacademic measures. The analysis includes 115 reports from state accountability offices and state special education offices, with state data organized by a framework designed by the National Center on Educational Outcomes. Findings include a description of the extent of states reporting these data as well as a summary of the data found.
Published: December 1998- NCEO Technical Reports: Desired Characteristics for State and School District Educational Accontability Reports (#22)Formats: PDF
This year 1998 report presents findings of a study conducted to identify stakeholders' views of desirable characteristics of reports on student performance for all students, including students with disabilities. It investigates the extent to which these characteristics were evident in a diverse sample of seven states' accountability reports, and provides guidelines for desirable characteristics in reporting that state department personnel can use to improve accountability reports. The report presents descriptive findings and recommendations to states.
Published: November 1998 - NCEO Technical Reports: An Analysis of Perceived Desirability, Feasibility, and Actual Use of Specific Criteria for Large-Scale Assessment and Accountability Systems (#21)Formats: PDF
This year 1998 report describes results of a national survey of 222 administrators, teacher and other IEP team members who rated the desirability, feasibility and use of criteria for large-scale assessment and accountability systems for students with disabilities. The criteria addressed participation in assessments, accommodations on the assessments, and the reporting of results for students with disabilities. The report includes a discussion of findings with policy implications for educators and parents.
Published: July 1998 - NCEO Technical Reports: State Accountability Reports: What are States Saying about Students with Disabilities? (#20)Formats: PDF
This 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: May 1998 - Accountability for the Results of Educating Students with Disabilities: Assessment Conference Report on the New Assessment Provisions of the 1997 Amendments to the Individuals with Disabilities Education ActFormats: Online
A year 1998 conference report on the assessment provisions of the 1997 Amendments to the Individuals with Disabilities Education Act. The U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS), and its component Office of Special Education Programs (OSEP) requested that NCEO convene a working conference in Washington DC to define issues and develop recommendations related to State and district-wide assessments and accountability. This report describes the findings of this conference.
Published: April 1998