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NCEO English Language Learners (ELLs) with Disabilities Reports: Student Perceptions of Instructional Strategies - Voices of English Language Learners with Disabilities (#11)This year 2005 report examines the input of English learners with disabilities on the instructional strategies identified by educators for teaching reading, math, and science. The context is grade-level standards-based instruction.
Published: July 2005
NCEO Technical Reports: Analyzing Results of Large-Scale Assessments to Ensure Universal Design (#41)This year 2005 report illustrates one method for determining whether items on an assessment are functioning differentially for students with disabilities in comparison to their peers without disabilities. The report describes various statistical techniques used with a large statewide dataset for a mathematics assessment, and describes ways to compensate for lack of statistical power when looking at small group sizes. The report concludes that items can be flagged for review using differential functioning or other types of analysis.
Published: July 2005- NCEO Annual Performance Reports and State Performance Plans: 2002-2003 State Assessment DataFormats: PDF
A report summarizing assessment data from State Performance Plans.
Published: June 2005 
NCEO English Language Learners (ELLs) with Disabilities Reports: Confronting the Unique Challenges of Including English Language Learners with Disabilities in Statewide Assessments (#9)This year 2005 report examines the challenges that state educational agencies face when including English learners with disabilities in statewide assessments and the solutions they have identified. The study involved telephone interviews with state department personnel in areas of assessment, English learner programs, and special education in 14 states.
Published: June 2005
NCEO English Language Learners (ELLs) with Disabilities Reports: English Language Learners with Disabilities and Large-Scale Assessments - What the Literature Can Tell Us (#6)This year 2005 report describes a review of literature pertaining to the inclusion of English learners with disabilities in states' large-scale assessment programs. It describes their participation in statewide testing for accountability purposes and reviews other literature pertaining to this population.
Published: June 2005
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 Synthesis Reports: 2003 State Policies on Assessment Participation and Accommodations for Students with Disabilities (#56)This year 2005 report analyzes states' 2003 participation and accommodation policies. Authors found that these policies continue to become more detailed compared to previous years. Key findings from this analysis include: (1) Clarifications and specifications attached to specific accommodations in state policies--especially those with implications for resulting scores--are increasing, (2) States are providing guidance to readers, scribes, and sign language interpreters--as well as direction for IEP teams--on the process for using accommodations that are not on an approved list, (3), The number of states permitting the use of accommodations for all students is increasing, and (4) The most controversial accommodations continue to be read aloud (questions), calculator, spellchecker, and proctor/scribe. The authors note that the analysis did not attempt to determine the degree to which state policies complied with federal requirements under IDEA or NCLB.
Published: June 2005
Educational Policy Reform Research Institute Reports: Topical Review Four: Emerging State-Level Themes: Strengths and Stressors in Educational Accountability Reform (#4)Formats: PDFThe purpose of this year 2005 topical review is to present the Educational Policy Reform Research Institute's (EPRRIʼs) state-level qualitative research findings.
Published: May 2005
NCEO English Language Learners (ELLs) with Disabilities Reports: Graduation Exam Participation and Performance (1999-2000) of English Language Learners with Disabilities (#2)This year 2005 report examines the participation and performance of English learners with disabilities on the Minnesota Basic Standards Test, used for graduation, in 1999-2000. The report presents results for this subgroup in reading and math in the initial test administration in grade 8.
Published: May 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: Alternative Routes to the Standard Diploma (#54)This year 2005 report investigated alternative routes that states provide for students, with or without disabilities, to get a high school diploma. The report studied 16 states that indicated previously in an NCEO survey that an alternate route was available to students. Of these 16 states, 10 had an alternative route for all students (including students with disabilities) as well as alternative routes just for students with disabilities. Three of the remaining six states had alternative routes for all students only, and three had alternative routes just for students with disabilities. Analysis includes state eligibility criteria, who initiates the alternate route request, who makes decisions, description of process, and the comparability of the alternate route to the standard route. A key finding in the comparability of alternate and standard routes was that 71% of the alternative routes for all students were judged comparable to the standard routes, whereas only 35% of the alternative routes for students with disabilities were judged to be comparable. Authors make several suggestions to states based on the analysis.
Published: March 2005
NCEO English Language Learners (ELLs) with Disabilities Reports: Beyond Subgroup Reporting - English Language Learners with Disabilities in 2002-2003 Online State Assessment Reports (#10)This year 2005 report describes the extent that states report participation and performance data for English learners with disabilities for state administered tests in 2002-2003 public assessment reports.
Published: January 2005
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 Out-of-Level Testing Project Reports: Educators' Opinions About Out-of-Level Testing: Moving Beyond Perceptions (#15)This year 2004 report documents the pro and con arguments given on out-of-level testing using a survey with teachers and administrators. The report describes their perceptions and opinions about the use of out-of-level testing for students with disabilities in large-scale assessment programs used for accountability purposes.
Published: September 2004- NCEO Out-of-Level Testing Project Reports: States' Procedures for Ensuring Out-of-Level Test Instrument Quality (#14)
This year 2004 report describes a study on how states ensure that out-of-level tests used in their states are of appropriate quality. The report draws on narrative data from technical information on states' large-scale assessment systems and interviews from state assessment directors or others with comparable knowledge about the state's large-scale assessment.
Published: September 2004 - 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 Out-of-Level Testing Project Reports: Understanding Out-of-Level Testing in Local Schools: A Second Case Study of Policy Implementation and Effects (#12)
This year 2004 report presents findings of a second case study research project conducted to describe specific effects of testing students with disabilities out-of-level as well as teachers' and students' perceptions of these effects.
Published: September 2004 - NCEO Out-of-Level Testing Project Reports: Understanding Out-of-Level Testing in Local Schools: A First Case Study of Policy Implementation and Effects (#11)
This year 2004 report presents findings from a case study of large-scale assessment practices in a local educational agency. The research project was conducted to study specific effects of testing students with disabilities out-of-level and to describe teachers' and students' perceptions of these effects.
Published: September 2004 - Educational Policy Reform Research Institute Reports: Topical Review Six: Accountability for All: Results from a Study on Accountability Policies Affecting Students with Disabilities Educated in Special Schools and Settings (#6)Formats: PDF
This year 2004 topical review examines the current state of accountability policies that impact students with disabilities who are educated in special schools and settings.
Published: September 2004 
NCEO English Language Learners (ELLs) with Disabilities Reports: A Review of 50 States' Online Large-Scale Assessment Policies - Are English Language Learners with Disabilities Considered? (#5)This year 2004 report provides an assessment policy review on the extent that the needs of English learners with disabilities are considered in public state assessment policy documents.
Published: September 2004