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- NCEO Limited English Proficiency Projects Reports: The Effects of a Simplified English Language Dictionary on a Reading Test (#1)Formats: Online
This year 2001 report presents a study that examined whether using a monolingual simplified English dictionary as an accommodation on a reading test with Hmong language background English learners improved test performance.
Published: March 2001 
NCEO Out-of-Level Testing Project Reports: Testing Students Out of Level in Large-Scale Assessments: What States Perceive and Believe (#5)Formats: OnlineThis year 2001 report describes a study conducted to address the differing opinions, perceptions, and practices involved in testing students out of level in large-scale assessment programs. It focuses on state- level perspectives among those 12 states that allow testing of students with disabilities out-of-level.
Published: March 2001- 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 - 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 Synthesis Reports: Students with Disabilities in Standards-Based Assessment and Accountability Systems: Emerging Issues, Strategies, and Recommendations (#37)Formats: OnlineA report that addresses emerging issues affecting students with disabilities in standards-based assessment and accountability systems, as of the year 2001. Challenges and possible strategies for addressing the challenges are provided as identified by researchers, policymakers, and practitioners, based on a model developed by the National Center on Educational Outcomes, "Issues Related to Students with Disabilities in Assessment and Accountability Systems." The strategies presented here are concrete approaches to address challenges policymakers and practitioners are seeing in early implementation of inclusive assessment and accountability systems. All of these strategies have potential to increase the positive consequences and minimize the negative consequences of school reform for students with disabilities.
Published: February 2001
NCEO Minnesota Assessment Project Reports: Effect of a Multiple Day Test Accommodation on the Performance of Special Education Students (#34)Formats: OnlineThis year 2000 report presents a study on the effect of allowing students with disabilities to take a reading test over multiple days versus taking the test within one day.
Published: December 2000- NCEO Minnesota Assessment Project Reports: Initial Perceptions of English as a Second Language Educators on Including Students with Limited English Proficiency in Minnesota's High Standards (#33)Formats: Online
This year 2000 report presents a study investigating the perceptions, beliefs, and expectations of English as a Second Language educators working towards including English learners in Minnesota's High Standards.
Published: December 2000 - NCEO Minnesota Assessment Project Reports: Minnesota's Comprehensive Assessments: 1998 and 1999 Participation and Performance of Students with Disabilities (#32)Formats: Online
This year 2000 report analyzes the participation and performance of students with disabilities on the initial administration of Minnesota's Comprehensive Assessments in math and reading for grades three and five.
Published: December 2000 - NCEO Minnesota Assessment Project Reports: Student Perspectives on the Use of Accommodations on Large-scale Assessments (#35)Formats: Online
A report from the past Minnesota Assessment Project, a federally funded effort awarded to the Minnesota Department of Children, Families and Learning from the U.S. Department of Education, Office of Educational Research and Improvement. The project's goal was to promote and evaluate the participation of students with limited English proficiency and students with disabilities in Minnesota's Graduation Standards.
Published: December 2000 
NCEO Technical Reports: Accountability Systems and Counting Students with Disabilities (#29)Formats: OnlineA report examining the extent to which students with disabilities were included in accountability systems of states in which there were high stakes for educational systems. This was the first such report by the National Center on Educational Outcomes (NCEO). A search was conducted of states' education Web sites and direct links to their Web sites, examining the indicators on which states collected information (e.g., student indicators, staff indicators, program indicators, and use of resources indicators) as well as the consequences provided by the states (e.g., rewards, assistance, or sanctions).
Published: December 2000
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 Technical Reports: Effects of a Reading Accommodation on the Validity of a Reading Test (#28)Formats: OnlineThis year 2000 report examines the effect of a read aloud accommodation on the performance of students on a reading comprehension test. Thirty-two students from general education and special education were administered two equivalent forms of the California Achievement Tests (CAT/5) Comprehension survey. One of the groups took a form with the read aloud accommodation. There were no significant effects by student status found, except for a moderate positive effect size for students with disabilities. Information on student preference of the read aloud accommodation by student status are also presented.
Published: December 2000- NCEO Out-of-Level Testing Project Reports: Test Publishers' Views on Out-of-Level Testing (#3)Formats: Online
This year 2000 report describes a study conducted with test publishing companies on their views on out-of-level testing that included interviews, "in-house" publications, catalogs, and technical manuals furnished by the companies.
Published: November 2000 
NCEO Technical Reports: Interpreting Trends in the Performance of Special Education Students (#27)Formats: OnlineThis year 2000 report examines the effect that transitions between regular education and special education across grades had on performance trends for the special education population. It also looks at the effect that changes in exemption rates for students with disabilities had on performance trends. It was found that the reduction in exemption rates from testing as well as the departure of highest achieving special education students returning to general education both contributed to an increase in the performance gap over time. Further, when the same group of special education students were tracked over time, this gap decreased slightly. Findings have significant implications for states in the reporting of disaggregated data on students with disabilities, particularly in tracking performance across time. Recommendations are provided.
Published: October 2000- NCEO Minnesota Assessment Project Reports: 1999 Report on the Participation and Performance of Limited English Proficient Students on Minnesota's Basic Standards Tests (#30)Formats: Online
This year 2000 report builds on previous reports examining the participation and performance rates of LEP eighth grade students on Minnesota's Basic Standards Tests. This report covers the testing years of 996-99.
Published: August 2000 - NCEO Minnesota Assessment Project Reports: Bilingual Accommodations for Limited English Proficient Students on Statewide Reading Tests: Phase 2 (#31)Formats: Online
This year 2000 report examines a bilingual side-by-side test form accommodation for Spanish language background English learners taking a reading test. The side-by-side form was presented aurally in the native language on a cassette tape.
Published: August 2000 - NCEO Minnesota Assessment Project Reports: Data on LEP students in State Education Reports (#26)Formats: Online
This year 2000 report examines the extent that states publicly reported participation and performance data for English learners for school year 1997-1998.
Published: August 2000 - NCEO Out-of-Level Testing Project Reports: How Out-of-Level Testing Affects the Psychometric Quality of Test Scores (#2)Formats: Online
This year 2000 report presents a review and analysis of the psychometric literature on the topic of out-of-level testing. It addresses concerns about the research that has been conducted and identifies additional research needs.
Published: August 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: Online
This 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: 1999 Report on the Participation and Performance of Students with Disabilities on Minnesota's Basic Standards Tests (#29)Formats: Online
This year 2000 report examines the participation and performance of students with disabilities on the Basic Standards Tests since the first statewide administration in 1996, across grades 8 through 11.
Published: July 2000