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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: PDFThis 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
NCEO English Language Learners (ELLs) with Disabilities Reports: Educator Perceptions of Instructional Strategies for Standards-based Education of English Language Learners with Disabilities (#7)This year 2004 report presents a study conducted to determine the teacher-identified effective strategies for teaching grade-level reading/English language arts, mathematics, and science content to English learners with disabilities.
Published: August 2004
NCEO Limited English Proficiency Projects Reports: Connecting English Language Proficiency, Statewide Assessments, and Classroom Proficiency (#5)This year 2004 report presents information on the link between academic language, language proficiency tests, and performance on standardized assessments for ELs in grades 3, 5 and 11. Measures in the study included two language proficiency measures, teacher ratings of classroom samples, and two state achievement tests.
Published: August 2004
NCEO Limited English Proficiency Projects Reports: Relationships Between a Statewide Language Proficiency Test and Academic Achievement Assessments (#4)This year 2004 report presents a study on Minnesota's English learner performance on the Test of Emerging Academic English in comparison to English learner and English fluent student reading performance on Minnesota's Comprehensive Assessment in grades 3 and 5, and the Basic Skills Tests in grade 8.
Published: August 2004
NCEO Technical Reports: Almost There in Public Reporting of Assessment Results for Students with Disabilities (#39)This year 2004 report examines the extent that states reported participation and performance data for students with disabilities in the 2001-2002 school year. The report describes state assessment systems, summarizes how states reported disaggregated data for students with disabilities by test, and presents achievement gap information by content area and grades 4, 8 and 10. Recommendations for clear reporting are provided.
Published: August 2004
NCEO English Language Learners (ELLs) with Disabilities Reports: 1999-2000 Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-based Assessments (#1)This year 2004 report examines the participation and performance of English learners with disabilities on the 1999-2000 Minnesota Comprehensive Assessments, in grades 3 and 5. Results are analyzed by language group (Hmong, Somali, and Spanish) and by disability category.
Published: June 2004
NCEO English Language Learners (ELLs) with Disabilities Reports: 2000-2001 Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-based Assessments (#4)This year 2004 report analyzes the performance of English learners with disabilities on the Minnesota Comprehensive Assessments in grades 3 and 5, which were used to track progress toward high academic content standards.
Published: June 2004
NCEO Synthesis Reports: Large-Scale Assessment and Accountability Systems: Positive Consequences for Students with Disabilities (#51)This 2004 report examines both empirical and anecdotal evidence for positive consequences of large-scale high-stakes assessments for students with disabilities. The analysis uses multiple methodologies to gather data on positive consequences: a qualitative media survey, an environmental scan of State Special Education Directors, a focus group, and a national survey on state assessment practices. Primary findings show these positive consequences for students with disabilities found consistently across all methodologies: increased participation of students with disabilities in testing programs, higher expectations and standards, improved instruction, and improved performance. Secondary findings found in fewer sources are as follows: improved assessments, improved diploma options, decreased dropout rates, and increased collaboration and communication between parents and special education and general education teachers. The authors discuss the limitations of the study, and address it as a starting point for further research. Overall, the findings suggest that large-scale high stakes assessments can have intended and unintended positive consequences for students with disabilities.
Published: May 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- Testimony of Martha Thurlow, Director, National Center on Educational Outcomes Before the Committee on Education and the Workforce, United States House of RepresentativesFormats: PDF
This testimony was presented at the Hearing on NCLB and the Inclusion of Students with Disabilities in the Accountability and Assessment Systems, before the Committee on Education and the Workforce, United States House of Representatives.
Published: 2004-03-03 
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 State Surveys: 2003 State Special Education Outcomes - Marching OnThis year 2003 report summarizes findings of a survey given to all states that addresses new initiatives, trends, accomplishments, and emerging issues as states document the academic achievement of students with disabilities.
Published: December 2003
NCEO Technical Reports: Improving Validity of Large-Scale Tests: Universal Design and Student Performance (#37)This year 2003 report presents the theoretical background and research results of an experimental study conducted using universally designed assessment features. A sample of 231 sixth graders from underperforming schools participated in two versions of a large scale assessment in randomized order. Students took both the traditionally designed version, and a second version that measured the same constructs as the first but with features of Universal Design elements. Results showed significant increases in performance for students taking the universally designed form of the assessment, and this was confirmed by student perceptions in post-test interviews on their performance and preference for assessment format with the features. Findings have implications for students with disabilities and English Learners.
Published: December 2003
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 
Literature on Early Literacy Instruction in Four Languages (Chinese, Korean, Navajo, Russian)Formats: PDFThis year 2003 report summarizes evidence-based research on teacher reading to Chinese, Korean, Navajo, and Russian children. The literature reviewed focuses on the linguistic background of several of the largest subgroups found in the K-12 English learner population nationwide.
Published: October 2003- NCEO Out-of-Level Testing Project Reports: Testing Students with Disabilities Out of Level: State Prevalence and Performance Results (#9)Formats: Online
This year 2003 report describes the prevalence and performance results of students participating in out-of-level testing in 3 states of 14 invited to participate in the research study. Among study findings, were wide variability in percentage of students taking tests out-of-level, and at least in one state, larger numbers performing at high levels on below-level tests, suggesting a more difficult test should have been administered.
Published: October 2003