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NCEO Synthesis Reports: Expectations for Students with Cognitive Disabilities: Is the Cup Half Empty or Half Full? Can the Cup Flow Over? (#55)Formats: OnlineThis year 2004 report addresses making informed decisions about the best instruction and assessments for students with cognitive disabilities. It includes an analysis of nationally representative cognitive and achievement data to illustrate the dangers of blanket assumptions about appropriate achievement expectations for individuals based on his or her cognitive ability or diagnostic label. Further, the report reviews research on achievement patterns of students with cognitive disabilities and the effects of teacher expectations.
Published: December 2004
NCEO Technical Reports: Going public: What 2000-2001 Reports Tell Us about the Performance of Students with Disabilities (#35)This year 2003 report examines the extent to which states publicly reported information about students with disabilities in statewide assessments in 2000-2001. The report describes state assessment systems and examines published state department of education reports for participation and performance data disaggregated by students with disabilities. It also includes analyses of achievement gaps by content area for grades 4, 8 and 10. Recommendations on reporting are also provided.
Published: April 2003
NCEO Synthesis Reports: A Report of a Standard Setting Method for Alternate Assessments for Students with Significant Disabilities (#47)This year 2002 report presents one state's use of the "body of work" approach toward standard setting to determine performance level cut scores for an alternate assessment developed for students with the most significant disabilities. It describes the rationale and design the state used in its portfolio assessment, followed by a detailed description of the standard setting process, including information on time and resource constraints, areas of potential contamination and bias in the approach, and the importance of range-finding and pin-pointing phases for this approach.
Published: October 2002- NCEO Policy Directions: Recommendations for Addressing Standards and Assessments on State and District IEP Forms (#12)Formats: Online
This year 2001 report provides specific recommendations for how to make IEPs reflect goals and services that support students with disabilities in learning toward high educational standards. The report provides background on IEPs before IDEA 1997 and changes since that time. Recommendations address topics such as adding alternate assessments to IEP forms, including implications of assessment decisions, offering statewide training on standards-based IEPs and assessment options in easily accessed locations, and clearly labeling IEPs so districts know what information is required or recommended.
Published: March 2001 
NCEO Synthesis Reports: Assessment Guidelines that Maximize the Participation of Students with Disabilities in Large-Scale Assessments: Characteristics and Considerations (#25)Formats: OnlineThis 1996 report provides: (1) An overview of immediate and past practice in participation, accommodation, and reporting of students with disabilities in state and national assessments; (2) Criteria for making decisions around participation, accommodation, and reporting of assessment results for students with disabilities. (3) Examples and nonexamples of criteria markers in existing state guidelines, (4) short list of assessment accommodations in four categories, and (5) A hands-on approach to examining and/or revising state and district guidelines about accountability, large-scale assessments, and students with disabilities.
Published: October 1996
NCEO Synthesis Reports: Neglected Numerators, Drifting Denominators, and Fractured Fractions: Determining Participation Rates for Students with Disabilities in Statewide Assessment Programs (#23)Formats: OnlineDeveloping accurate reporting procedures on the participation of students with disabilities in large-scale assessment programs has proven to be difficult, due to a lack of data, differing definitions of eligible testing populations, and the misalignment of data collection efforts and data management responsibilities. This 1996 report provides specific recommendations for both policymakers and local practitioners and administrators to assist in improving our ability to accurately report the participation of students with disabilities in statewide assessment programs.
Published: October 1996
NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Grade 8 (#16)Formats: PDFThis year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at grade 8 and the grade 8 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at grade 8 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.
Published: October 1995- NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Grade 4 (#15)Formats: PDF
This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at grade 4 and the grade 4 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at grade 4 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.
Published: September 1995 - NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Age 6 (#14)Formats: PDF
This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at age 6 and the age 6 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at age 6 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.
Published: August 1995 - NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Age 3 (#13)Formats: PDF
This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at age 3 and the age 3 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at age 3 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.
Published: August 1995 
NCEO Synthesis Reports: Views on Inclusion and Testing Accommodations for Students with Disabilities (#7)Formats: PDFThis monograph represents the culmination of an effort to obtain expert opinions about the challenges of inclusion (who should be included - or excluded - from assessments, how the decision is made, and who makes the decision) and accommodations (what modifications can be made in assessment materials and/or procedures that still allow valid assessment results to be obtained). This monograph presents papers on issues of inclusion and accommodations be field experts Bob Algozzine, Paul H. Koehler, Barbar L. Loeding and Jerry B. Crittenden, Jack Merwin, Daniel J. Reschly, and Maynard C. Reynolds.
Published: September 1993- NCEO Technical Reports: Experts' Opinions about the Appropriateness and Feasibility of National Math Standards (#4)Formats: PDF
This year 1993 report presents survey results on the appropriateness and feasibility of the Curriculum and Evaluation Standards published by the National Council of Teachers of Mathematics in relation to math instruction for students with disabilities. The study surveyed eleven experts in the areas of mathematics education, special education, and assessment. Results showed that the major factor determining opinions about the Standards was the respondents' basic belief about the appropriate form of math instruction for students with disabilities. Little agreement on the appropriateness and feasibility of the Standards was found beyond the elementary grade levels. A discussion of the implications for the math education of students with disabilities is included.
Published: February, 1993 - NCEO Reports: 2021-22 Participation Guidelines and Definitions for Alternate Assessments Based on Alternate Academic Achievement Standards (#440)
This report provides an update to previous analyses of the guidelines, definitions, and criteria states have developed for making decisions about alternate assessment based on alternate academic achievement standards (AA-AAAS) participation. This report provides an analysis of the 2021-22 policies of the 50 states and the District of Columbia. We analyzed criteria that should be used and factors that should not be used to determine participation, the state definitions of “most significant cognitive disabilities,” the information provided to parents about the AA-AAAS, mentions of English learners in materials related to the AA-AAAS, exemption and non-exemption materials regarding participation, and the content areas for which participation decisions are made.
Published: June 2023 - NCEO Brief: Including Students with Disabilities in K-2 Academic Assessments (#28)
This Brief provides an overview of issues related to the inclusion of students with disabilities and English learners with disabilities in early grade (i.e., K-2) assessments. State academic assessments are required by the Elementary and Secondary Education Act (ESEA) starting in grade 3. Academic assessments administered in earlier grades often are used to measure progress or growth, for instructional decision making, to predict grade 3 summative assessment performance, and for tracking literacy for reading guarantees. Even though the Individuals with Disabilities Education Act (IDEA) requires that students with disabilities participate in state and district-wide assessments administered before grade 3, these students have sometimes been excluded. This Brief also suggests strategies for improved practices.
Published: November 2022 - NCEO Reports: Updated Assessment Principles and Guidelines for English Learners with Disabilities (#424)
This updated report, originally published in 2013, presents five core principles of valid assessments for English learners with disabilities, along with a brief rationale and specific guidelines that reflect each principle. The principles were developed through a Delphi review involving experts in the fields of assessment, instruction of English learners, and special education. Appendices to this report describe the Delphi data collection process, and members of the expert panel. References and selected core resources related to each principle and guidelines are also included in an appendix. This update of the report recognizes the contextual changes that have occurred since 2013, but does not alter the principles themselves.
Published: August 2020 
NCEO Reports: Status of State-Defined Alternate Diplomas in 2018-19 (#416)The purpose of this report is to summarize the status of state-defined alternate diplomas in the 50 U.S. states three years after the Elementary and Secondary Education Act (ESSA) indicated that states could develop these diplomas and use them in accountability calculations. To count this diploma in a graduation measure for accountability, several criteria must be met, including that it must be standards-based, aligned to state requirements for the regular high school diploma, and obtained within the time period for which the state ensures the availability of a free appropriate public education (FAPE). This report documents the status of state-defined alternate diplomas in states in 2018-19 and provides recommendations to states intending to develop a state-defined alternate diploma.
Published: September 2019
NCEO Brief: Using Local Assessment Data to Measure Progress Toward the State-Identified Measurable Result (SIMR) (#14)The purpose of this Brief is to outline key strategies for the collection, analysis, and use of local assessment data to monitor progress toward the (State-Identified Measurable Result)SIMR. It provides information and suggestions for state education agencies and technical assistance providers who work with local education agencies (LEAs). It highlights six strategies, and then identifies several questions that states may want to consider if they choose to use local assessment data to measure progress toward their SIMRs.
Published: February 2018
NCEO Data Analytics: State and National Demographic Information for English Learners (ELs) and ELs with Disabilities, 2012-13 (#4)Formats: OnlineThis interactive report presents data that states have submitted on the five languages most frequently used by English learners (ELs) in each state, the percent of identified ELs receiving services, the percent of ELs with disabilities, and a state profile page. The data are derived from Consolidated State Performance Reports (CSPRs), the Office of Special Education Programs (OSEP), and the National Center for Education Statistics (NCES), and from calculations made using these sources for the school year 2012-13.
Published: April 2016
NCEO Synthesis Reports: States' Flexibility Waiver Plans for Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) (#96)A report compiling, analyzing, and summarizing what states said about the Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) in their waiver applications. The U.S. Department of Education offered these waivers to states that requested flexibility from some of the Elementary and Secondary Education Act accountability requirements. The states' waiver applications included information that pertained to the AA-AAS, alternate achievement standards, and the students with disabilities who participate in the AA-AAS.
Published: 2014
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