Resources
Search Filters
Search Results
- Selected filters():
NARAP Reports: Defining Reading Proficiency for Accessible Large-Scale Assessments: Some Guiding Principles and IssuesFormats: PDFThe National Accessible Reading Assessment Projects (NARAP) is a collaboration of two projects funded by the U.S. Department of Education to conduct research and development on accessible reading assessments for students with disabilities that affect reading. One of NARAP's first tasks was to develop a definition of "reading proficiency." This paper is a synthesis of the information collected and describes a set of principles and key unresolved issues described under each principle.
Published: February 2006
Educational Policy Reform Research Institute Reports: Topical Review Two: High Stakes: Exit Documents and Students with Disabilities (#2)Formats: PDFThis year 2002 topical review examines the traditional role of the high school diploma in the current context of standards-based reform as it relates to students with diverse educational needs, and students with disabilities in particular.
Published: October 2002- Crosswalk of Title I and IDEA Assessment and Accountability Provisions for Students with DisabilitiesFormats: Online
This year 2001 Crosswalk of Title I and IDEA Assessment and Accountability Provisions for Students with Disabilities is a resource to help State and district staff understand these complementary laws and related guidance and regulations, specifically as they refer to students with disabilities in assessment and accountability systems. This "Crosswalk" was developed based on the 1994 reauthorization of the Elementary and Secondary Education Act (ESEA) known as Improving America's Schools Act and the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA).
Published: February 2001 
NCEO Technical Reports: Assessment Accommodations Research: Considerations for Design and Analysis (#26)Formats: OnlineThis year 2000 report provides an overview of considerations for designing and analyzing research on assessment accommodations. It explains several group and single subject research designs as well as general analytic strategies such as item response theory, factor analysis, and criteria-related analysis. The report also provides a few recommendations for conducting research on accommodations.
Published: December 2000
NCEO Minnesota Assessment Project Reports: Initial Perceptions of Educators as They Work Toward Including Students with Disabilities in Minnesota's High Standards (#25)Formats: OnlineThis year 2000 report examines educator perceptions on including students with disabilities in Minnesota's High Standards. Educators across all grade levels were included within a large suburban school district.
Published: July 2000- NCEO Minnesota Assessment Project Reports: Participation and Performance of Limited English Proficient Students During Second Attempts on a Graduation Exam (#28)Formats: Online
This year 2000 report examines the performance of English learners taking the Minnesota's Basic Standards Test in 8th grade for the first time and those needing to retake the test in school years 1996 through 1998.
Published: June 2000 - NCEO Minnesota Assessment Project Reports: Feasibility and Practicality of a Decision Making Tool for Standards Testing of Students with Disabilities (#21)Formats: Online
This year 1999 report describes a study on the feasibility and practicality of an interactive decision-making tool developed to help special educators make appropriate participation and accommodations decisions, with students and their families, on Minnesota's statewide assessments.
Published: December 1999 - NCEO Minnesota Assessment Project Reports: Limited English Proficient Students' Participation and Performance on Statewide Assessments: Minnesota Basic Standards Reading and Math, 1996-1998 (#19)Formats: Online
This year 1999 report summarizes the participation and performance of English learners taking Minnesota's Basic Standards Tests from 1996 to 1998.
Published: September 1999 - NCEO Minnesota Assessment Project Reports: Focus Group Input on Students with Limited English Proficiency and Minnesota's Basic Standards Tests (#4)Formats: Online
This year 1996 report summarizes information from focus groups conducted to address the participation of English learners in Minnesota's first administration of the Basic Standards Tests in spring 1996.
Published: August 1996 - NCEO Minnesota Assessment Project Reports: Input from the Field on Assessing Students with Limited English Proficiency in Minnesota's Basic Requirements Exams (#2)Formats: Online
This year 1996 report summarizes survey data from 22 Minnesota school districts addressing the implementation of the Basic Standards Tests, focusing on the participation and accommodation of English learners.
Published: August 1996 
NCEO Synthesis Reports: Synthesis Report Update 1994: Reports on the Status of Education, Desired Outcomes, and Reform Initiatives (#16)Formats: PDFThis report examines national activities by highlighting 40 reports that reflect the array of reform initiatives underway in 1995. To position some of these reports within the larger restructuring effort, we first summarize the paradigm shifts that the documents reflect.
Published: January 1995
NCEO Synthesis Reports: National Goals, National Standards, National Tests: Concerns for All (Not Virtually All) Students With Disabilities? (#11)Formats: PDFThis report provides an analysis of inclusion as it relations to national goals, national standards, and national tests for students with disabilities. Efforts to address these concerns as well as actions that can be taken to improve services to students with disabilities are described.
Published: November 1993
NCEO Synthesis Reports: Synthesis Report Update 1992: Policy Groups and Reports on Assessing Educational Outcomes (#2)Formats: PDFThe purpose of this report is to provide an update to information presented in Synthesis Report #1. Specifically, this report provides information on the key national policy groups involved in outcomes--related activities and on key reports that have been produced by these groups and others during the past year (1992).
Published: April 1992- English Learners with Disabilities Toolkit: Planning for the Accessibility Needs of an English Learner with a Disability Who Participates in State General Assessments (Tool 6)Formats: Online
This tool describes a planning process for determining the access needs of an individual student who is an English learner with a disability and will take state general assessments. It includes components of a sample accessibility plan for an English learner with a disability and a model of a completed plan. The sample accessibility plan is designed to supplement the IEP. States may customize this tool as needed to meet their needs.
Published: May 2026 - English Learners with Disabilities Toolkit: Using Data to Understand the Characteristics of English Learners with Disabilities in Your State (Tool 1)Formats: Online
This tool is designed to provide state education agencies (SEAs), particularly assessment staff, with templates to use to display data on the characteristics of English learners with disabilities. The tool includes templates for examining languages spoken at home, disability categories, and English language proficiency (ELP) levels on both the general and alternate ELP assessments. States may customize this tool as needed to meet their needs.
Published: May 2026 - MIDAS Project Reports: Teachers’ Perspectives on Using Multiple Measures of Academic Achievement to Inform Instruction of Students on the Cusp Between the AA-AAAS and the General Assessment (#103)Formats: PDF
This report presents the findings of online focus groups conducted with teachers to learn more about their experiences using multiple measures to inform instructional decision making for students on the cusp between the alternate assessment based on alternate academic achievement standards (AA-AAAS) and the general state assessment used for accountability.
Published: July 2024 - Webinar: What Do Students Prefer? Considering Students’ Perceptions and Preferences when Selecting AccommodationsFormats: Free Video
This webinar presents research on students’ preferences for accommodations as well as suggestions for how to incorporate these preferences and perceptions into accommodations decision-making (see NCEO Brief #30
). The primary audience for this webinar is State Education Agency (SEA) special education and assessment staff, especially those who are involved in monitoring accommodations.Published: 4/24/2024 - NCEO Participation Communication Toolkit: One-Page “Ready-to-go” Policymaker FlyerFormats: PDF
The purpose of this “ready-to-go” 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. This flyer can be used as is with no changes.
Published: 3/8/2023 - Parent-Educator Toolkit: Working with Your Child's Teacher Using the multilingual Parent Educator ToolkitFormats: Free Video
The parents of English learners need to be involved in decisions about accessibility features for their children. The multilingual Parent-Educator Toolkit consists of several concise briefs to guide parents through this process. This video shows how parents can work with their child’s teacher to make decisions in using accessibility features for their child. This English-language video provides subtitles in Arabic, Simplified Chinese, Spanish, and Vietnamese that can be turned on in the Settings feature.
Published: 11/3/2022 - NCEO APR Snapshot Briefs: 2018-2019 APR Snapshot #25: State Assessment Participation and Performance of Students Receiving Special Education ServicesFormats: Online
This report provides a snapshot of 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 for the 2018-19 school year, we present information on participation and performance in reading and mathematics statewide assessments administered to students in grades 3-8 and high school.
Published: October 2022