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- Parent-Educator Toolkit: Accessibility Features and AccommodationsFormats: Online
Parents of English learners need to be involved in decisions about accessibility features for their children. This Toolkit created by the Improving Instruction project provides several concise briefs to guide parents through this process. Print and audio versions of these briefs are available in Spanish, Mandarin, Vietnamese, and Arabic. Additional briefs for teachers and principals give advice on how to make sure parents are included and listened to.
Published: March 2021 
NCEO Technical Reports: 2010-11 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#68)A report analyzing public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This report, which is the fourteenth of its kind by the National Center on Educational Outcomes (NCEO), includes information about both the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands).
Published: September 2013
NCEO Technical Reports: Diploma Options, Graduation Requirements, and Exit Exams for Youth with Disabilities: 2011 National Study (#62)A report documenting results from the fifth in a series of similar studies on state graduation policies and diploma options conducted by the National Center on Educational Outcomes (NCEO). The present study was undertaken to update the status of graduation policies across the nation. It follows up on previous work, the last study having been conducted in 2006-2007. Three research questions served as the focus of this national study of high school graduation requirements and diploma options for students with and without disabilities: (1) What is the range and variation in state graduation requirements and diploma options across the United States for students with and without disabilities? (2) What are the intended and unintended consequences that result for students when they are required to pass exit exams to receive a high school diploma? And (3) What are the intended and unintended consequences of using single or multiple diploma options for students with disabilities? Results indicated some changes in graduation requirements and diploma options from the previous survey. Trends found include: (a) state and local graduation policies and assessment practices continue to be modified and revised on a regular basis, (b) graduation requirements are increasing in rigor across states, (c) states are continuing to experiment by making available a range of diploma options for students with and without disabilities, and (d) the participation of students with disabilities in high stakes exit exams is increasing and states are granting additional testing allowances and broader use of accommodations.
Published: April 2012
NCEO Technical Reports: Tennessee Special Education Teacher Survey: Training, Large-scale Testing, and TCAP-MAAS Administration (#61)A report explaining how Tennessee developed an Alternate Assessment based on Modified Academic Achievement Standards called the Tennessee Comprehensive Assessment Program-Modified Academic Achievement Standards (TCAP-MAAS), that was first administered in 2010. This report from the National Center on Educational Outcomes (NCEO) presents the results of a survey of Tennessee special education teachers regarding this assessment option. The authors sought to learn more about the teachers' perceptions of student experiences and outcomes with the TCAP-MAAS. They asked questions about how the teachers received training about this assessment, sought to measure the extent to which information about the new TCAP-MAAS had reached teachers across the state, and asked about accommodations selection and implementation for instruction and assessment. One section of the survey contained a knowledge quiz that was designed to assess teachers' knowledge of the TCAP-MAAS. The perceptions of teachers whose students took the TCAP-MAAS can provide insights into what is working well and where there were challenges.
Published: January 2012
NCEO Brief: Understanding Subgroups in Common State Assessments: Special Education Students and ELLs (#4)A brief -- the fourth in a series for the Race to the Top Assessment Consortia -- presenting information on the characteristics of special education students, English Language Learners (ELLs), and ELLs with disabilities. It highlights the variability in these populations, variability that is multiplied when states are grouped in the Consortia. The brief provides several recommendations for the Consortia to help ensure that they understand the characteristics and variability that exist in their member states. These characteristics and variability should influence their assessment design choices, which in turn will support the validity of the assessment system for all subgroups.
Published: July 2011
NCEO Technical Reports: Participation and Performance Reporting for the Alternate Assessment Based on Modified Achievement Standards (AA-MAS) (#58)A report examining publicly-reported participation and performance data for the alternate assessment based on modified achievement standards (AA-MAS). Analysis included all states publicly reporting AA-MAS data, regardless of whether they had received approval to use the results for Title I accountability calculations. Data were examined for school years 2006-07 through 2009-10. Because most states had not yet reported data for 2009-10, the authors focused most of the analyses on 2006-07 (six states with an AA-MAS), 2007-08 (eight states with an AA-MAS), and 2008-09 (eight states with an AA-MAS).
Published: April 2011
NCEO Synthesis Reports: A Principled Approach to Accountability Assessments for Students with Disabilities (#70)A 2008 report updating the National Center on Educational Outcomes' (NCEO) report from 2001 that identified principles and characteristics underlying inclusive assessment and accountability systems. This report on a principled approach to accountability assessments for students with disabilities reflects what the center has learned during the past seven years. The principles provide a vision for an inclusive system of assessments used for system accountability. The report addresses state and district K-12 academic content assessments designed for system accountability and focuses on all students with disabilities, including targeted groups of students within this group (e.g., English Language Learners with disabilities). Multiple stakeholders share the common goal of improving educational outcomes for all students have reviewed and commented on the principles and characteristics presented here.
Published: December 2008
NCEO Synthesis Reports: High Stakes Graduation Exams: The Intended and Unintended Consequences of Minnesota's Basic Standards Tests for Students with Disabilities (#62)This year 2006 report examines the intended and unintended consequences of Minnesota's high stakes graduation exam on students with disabilities through focus group data and interviews. The study included focus groups included parents of students with disabilities, special educators from six schools in two large urban and suburban school districts, and member of the Minnesota Association of educational Assessment and Evaluation, and interviews from building administrators, school district representatives, and a state representative. Findings include a combination of positive and negative consequences such as increasing exposure to curriculum, increased participation in testing, raising expectations, high levels of anxiety and frustration, and drop-out concerns among other findings. The author concludes that further studies are needed to document empirically whether these consequences are occurring for students with disabilities.
Published: August 2006
NCEO English Language Learners (ELLs) with Disabilities Reports: Graduation Exam Participation (2000-2001) of English Language Learners with Disabilities (#3)This year 2005 report examines the participation and performance of English learners with disabilities taking the Minnesota Basic Standards Tests, needed for a high school diploma, in 2000-2001. The report describes both reading and math during the first attempt on the grade 8 administration.
Published: June 2005
NCEO Technical Reports: Steady Progress: State Public Reporting Practices for Students with Disabilities After the First Year of NCLB (2002-2003) (#40)This 2005 report examines the extent to which states report to the public on the participation and performance of students with disabilities for year 2002-2003. It provides descriptions of state assessment systems, summarizes achievement gaps by content and grade level, and provides recommendations for clear reporting.
Published: May 2005
NCEO Synthesis Reports: Progress Monitoring in an Inclusive Standards-Based Assessment and Accountability System (#53)This year 2004 report describes how progress monitoring--a set of techniques for assessing student performance on a regular and frequent basis--can be an essential and integral part of an inclusive standards-based assessment and accountability system This report discusses contextual challenges that affect its implementation for students with disabilities including: historical limited access to challenging curriculum, instruction, and assessment; concerns about the target of measurement (i.e., only basic skills or a full range of challenging content); and limited use of data for effective provision of instructional strategies, interventions, and supports. Further, the authors discuss the benefits and uses of progress monitoring methods and formative data sources in four general categories: (1) Curriculum-Based Measurement; (2) Classroom assessments (system or teacher-developed); (3) Adaptive assessments; and (4) Large-scale assessments used during the year to monitor growth of individual students and groups of students. Several recommendations for practice are also offered.
Published: February 2004
NCEO Policy Directions: Including Alternate Assessment Results in Accountability Decisions (#13)Formats: OnlineThis year 2002 report addresses policy options for including the results of alternate assessments in school accountability systems and provides examples of approaches used in several states.
Published: June 2002
NCEO Limited English Proficiency Projects Reports: State and District Assessments as an Avenue to Equity and Excellence for English Language Learners with Disabilities (#2)Formats: OnlineThis year 2001 report summarizes data publicly reported on state education department websites on the participation rate and performance of English learners for 1999-2000.
Published: September 2001
NCEO Synthesis Reports: Addressing Standards and Assessments on the IEP (#38)Formats: OnlineThe purpose of this year 2001 study was to examine state Individualized Education Program (IEP) forms to determine the extent to which they include documentation of standards and assessments. All 50 states were asked to send their IEP forms and to indicate whether they were required, recommended, or simply sample forms. Because IEP forms are a primary source of information to guide decisions during IEP team meetings, the way in which information appears on them is very important. NCEO makes several recommendations for IEP forms that will provide decision-making guidance to IEP teams.
Published: April 2001
NCEO Synthesis Reports: Appeals Processes for Students Who Fail Graduation Exams: How Do They Apply to Students with Disabilities? (#36)Formats: OnlineA report of findings about high stakes tests for students with disabilities, as of the year 2000, and the appeals processes for those who need an alternative way of demonstrating skills. High stakes tests that determine whether students earn a standard high school diploma are on the rise. They are viewed as the way to make sure that students meet high standards and graduate with the skills needed to be successful employees. At the same time that more and more states are investing in graduation exams, there are concerns about students who have met high standards, yet are unable to pass a test. To determine the extent to which there are other options for demonstrating skills, and to check the availability of these to students with disabilities, the authors studied state Web sites for information on appeals processes and the availability of waivers. They found only six states with appeals processes, and these varied considerably from locally set procedures to relatively specific requirements. In one state, the appeals process is viewed as the avenue for students with disabilities to have access to accommodations. In most states, there is no evidence that students with disabilities have been considered. Further, states do not have data on the number of students involved in appeals processes, much less disaggregated for students with disabilities. The difficulty they experienced in finding information about an appeals process is certainly encountered by students and families whose lives are affected by graduation exams. Without appeals processes, or easily found information on such processes, the likelihood that lawsuits will be viewed as the only avenue for recourse is dramatically increased.
Published: July 2000- 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 Newsletter: June 2023 issueFormats: Online
In this issue, we highlight some new NCEO products, as well as several upcoming events. The first article is about two new tools that can be used to develop state and district assessment participation action plans. Next is an article about gaps in the accommodations research literature. This issue includes a summary of all the sessions in which NCEO is participating during the National Conference on Student Assessment (NCSA). Finally, there is an article on the forum on What Does Meaningful Accessibility Really Mean? that follows NCSA. The article includes information on how to register for the forum.
Published: June 2023 - TIES Center Briefs: Communication Supports for Students with Significant Cognitive Disabilities: What Parents Need to Know (TIES Center Brief #9)
This Brief describes how families and other members of Individualized Education Program (IEP) teams can help students get the supports they need to build their communicative competence in inclusive classrooms. All students communicate, but some students may need options other than oral speech, or in addition to oral speech. Being able to communicate is an important skill for students with significant cognitive disabilities. Communication does not need to be oral. But it should be sufficient for conveying messages to others.
Published: June 2022 
NCEO Technical Reports: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#70)A report analyzing public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This report -- the 16th of its kind by the National Center on Educational Outcomes (NCEO) -- includes information about both the 50 regular states and the 11 unique states. For the 2012-13 school year, 52 of the 61 regular and unique states reported participation and performance data for students with disabilities for all general and alternate assessments based on alternate achievement standards (AA-AAS) that were used for Title I within the ESEA accountability system. Information about state assessments not used for Title I is also presented. Information on public reporting for English Language Learners (ELLs) with disabilities is also included in this report.
Published: May 2015
NCEO Synthesis Reports: Science Assessments for Students with Disabilities in School Year 2006-2007: What We Know about Participation, Performance, and Accommodations (#77)A report documenting the inclusion of students with disabilities in state science assessments in 2006-2007, the period just before the required implementation of statewide science assessments. The success of all students, including students with disabilities, on statewide assessments in mathematics and reading/English language arts has been examined closely, partly due to the role of these content areas in school accountability for the Elementary and Secondary Education Act (ESEA) known as "No Child Left Behind" (NCLB). States also were expected to establish science content standards by 2005-2006, and to develop assessments in science by 2007-2008.
Published: August 2010