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  • NCEO Synthesis Reports: Status of the States in the Development of Alternate Assessments (#31)
    Formats: Online

    This 1999 report describes the results of an online survey to assess the status of states in the development of alternate assessments to be in place by July 1, 2000. In the survey, states were also asked about a variety of developmental features of their alternate assessments.

    Published: April 1999
  • NCEO Minnesota Assessment Project Reports: Participation and Performance of Students with Disabilities: Minnesota's 1996 Basic Standards Tests in Reading and Math (#16)
    Formats: Online

    This year 1998 report summarizes data on the participation and performance of students with disabilities in Minnesota's Basic Standards Test in Reading and Math for 1996.

    Published: October 1998
  • NCEO Synthesis Reports: State Assessment Policies on Participation and Accommodations for Students with Disabilities: 1997 Update (#29)
    Formats: PDF

    This 1997 report summarizes states' policies on the participation of students with disabilities in large-scale assessment, and the accommodations available for those students. The data reflects policies from 1995 to 1997.

    Published: September 1997
  • NCEO Minnesota Assessment Project Reports: Special Education Teacher Responses to the 1997 Basic Standards Testing (#14)
    Formats: Online

    This year 1997 report presents information on how special education teachers made participation and accommodation decisions for students with disabilities in the 1997 administration of the Minnesota Basic Standards Test.

    Published: September 1997
  • NCEO Minnesota Assessment Project Reports: High School Graduation Requirements in the U.S. for Students with Limited English Proficiency (#13)
    Formats: Online

    This year 1997 report examines state-level graduation requirements to see whether these result in different avenues for exiting high school for English learners.

    Published: September 1997
  • NCEO Synthesis Reports: Putting Alternate Assessments into Practice: What to Measure and Possible Sources of Data (#28)
    Formats: Online

    This 1997 report highlights four information-gathering procedures that might be used in alternate assessments. The application of these procedures to collect data in broader outcome areas is also highlighted in the report.

    Published: September 1997
  • NCEO Minnesota Assessment Project Reports: A Review of the Literature on Students with Limited English Proficiency and Assessment (#11)
    Formats: Online

    This year 1997 report summarizes a literature review conducted to examine best practices in assessing English learners. This review does not address second language acquisition in detail, nor competency development in content areas.

    Published: August 1997
  • NCEO Minnesota Assessment Project Reports: Resources: Limited English Proficient Students in National and Statewide Assessments (#8)
    Formats: Online

    This year 1996 report provides an annotated bibliography on accommodation issues related to assessing English learners, focusing on literature published within a decade related to national and state administered assessments.

    Published: August 1996
  • English Learners with Disabilities Toolkit: Communicating About Assessments with Parents of English Learners with Disabilities (Tool 8)
    Formats: Online

    This tool contains information that states can use to ensure their parent-focused assessment information is inclusive of assessments taken by English learners with disabilities. It also contains information on how to ensure that these parent resources are shared with local education agency staff who can distribute information to parents. States may customize this tool as needed to meet their needs.

    Published: May 2026
  • English Learners with Disabilities Toolkit: State Assessments for English Learners with Disabilities: State Data Display Templates (Tool 2)
    Formats: Online

    This State Data Display Templates tool is designed to provide state education agencies with templates to use to display state assessment participation and student characteristics data for English learners with disabilities. The templates are designed for a closer look at State assessment data but may be adapted for use with other types of assessments.

    Published: May 2026
  • NCEO Newsletter: February 2024 issue
    Formats: Online

    NCEO’s February 2024 newsletter features several NCEO resources that address English learners with disabilities. The number of school-age English learners with disabilities is increasing, and greater attention is being given to their inclusion in state and district assessments. Articles highlight NCEO’s publications and webpages that focus on English learners with disabilities. The newsletter also has an article on considerations for the inclusion of students with disabilities in large-scale assessment in the past, present, and future, and upcoming presentations that NCEO staff will present.

    Published: February 2024
  • 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
  • NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit Policymaker Flyer
    Formats: Word

    The purpose of this flyer is to provide concise resources about why it is so important that all students participate in state testing. Written for policymakers, it also provides strategies to support students and their families in the policymaker’s state. The flyer is part of the Participation Communication Toolkit developed by the National Center on Educational Outcomes (NCEO) to identify and describe reasons why all students, including students with disabilities, English learners, and English learners with disabilities should take state tests.

    Published: 2021-11-11
  • NCEO Participation Communication Toolkit: Customizable Participation Communication Toolkit Student Flyer
    Formats: Word

    The purpose of this flyer is to provide concise resources about why it is so important that all students participate in state testing. Written for students, it also provides strategies to reduce student test anxiety. The flyer is part of the Participation Communication Toolkit developed by the National Center on Educational Outcomes (NCEO) to identify and describe reasons why all students, including students with disabilities, English learners, and English learners with disabilities should take state tests.

    Published: 2021-11-11
  • Universal Design and Assessments
    Formats: PDF

    This presentation shares information about an updated state guide to universally designed assessments. The purpose of the guide is to provide states with strategies for designing tests from the very beginning. The objective is to create tests that present an accurate measure of the knowledge and skills of diverse student populations. It was presented on July 14, 2021 at the forum on Education for Each and Every Student: Perspectives on Universal Design in 2021.  This forum was jointly hosted by NCEO and the Council of Chief State School Officers' (CCSSO), Assessments, Standards, and Education for Students with Disabilities (ASES) collaborative.

    Published: 8/24/2021
  • Alternate Interim Assessments for Students with the Most Significant Cognitive Disabilities
    Formats: Online

    This video offers preliminary guidance for the development of interim assessment options for students with the most significant cognitive disabilities. There are federal requirements that all statewide and districtwide administrations of an assessment must have an alternate assessment. Given the importance interim assessments have now when there is an increased need for timely data on student learning and progress, the creation of high-quality alternate interim assessment options for students with the most significant cognitive disabilities requires urgent attention.  

    Published: July 2021
  • Parent Video Series: Supporting the Learning of Children with Significant Cognitive Disabilities at Home: Helping Your Child with the Foundations of Math While at Home
    Formats: Online

    This video describes ways parents of students with disabilities can help their child with the foundations of math while at home. The video discusses why it is important to focus on foundations of math at home, how to do this, and what support parents can ask for from the school. The video gives tips on making modifications for different disabilities, and provides sources for more information.

    Published: March 2021
  • Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Vietnamese translation)
    Formats: PDF

    This Brief, translated into Vietnamese, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

    Published: June 2020
  • Improving Instruction Briefs: Working with Language Interpreters: Information for Parents or Guardians (Spanish translation)
    Formats: PDF

    This Brief, translated into Spanish, answers questions about working with a language interpreter that parents or guardians of students who are English learners might have. Clear, comprehensible communication between parents and educators is key to making appropriate decisions about accessibility features and accommodations. This Brief was developed by NCEO’s “Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.

    Published: June 2020