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NCEO Synthesis Reports: Models for Reporting the Results of Alternate Assessments Within State Accountability Systems (#39)Formats: OnlineA report summarizing six models for reporting the scores of students with disabilities participating in alternate assessments that existed in the year 2001. Reporting the scores of students with disabilities participating in alternate assessments raises a number of challenges, including those surrounding concerns about statistical soundness, as well as those related to the different purposes and focuses that characterize current alternate assessments. At the time of this report, across the nation, states had reached different decisions about how to report the results of their alternate assessments.
Published: September 2001
NCEO Technical Reports: Read-Aloud Accommodations: Effects on Multiple-Choice Reading and Math Items (#31)Formats: OnlineThis year 2001 report examines the effect of a read aloud accommodation on the state reading and math assessments used by the Missouri assessment program. The study used extant test administration data for multiple-choice math and reading test items administered to 3rd and 4th grade students. Four student groups were created to help control for confounding effects. A differential item function (DIF) analysis was run on the data using BILOG-MG, which compared item difficulty estimates across several groups simultaneously. The findings lead to a discussion of how to determine who should benefit from an accommodation, and whether a reading test measures the reading construct differently for students with a reading disability than for students without disabilities. The report recommends further research and suggests that replicating the study is needed to confirm the results.
Published: September 2001
NCEO Technical Reports: What Databases Tell Us about Differential Levels of Use and How to Document the Use of Accommodations (#30)Formats: OnlineThis year 2001 report presents an analysis of accommodation use data from 12 states. Findings include extremely variable rates in accommodation use, use patterns by level of schooling, and concerns about data accuracy drawn from how states record accommodation use. Further, states report accommodated student data in unique ways making comparisons difficult.
Published: August 2001
NCEO Out-of-Level Testing Project Reports: States' Out-of-Level Testing Policies (#4)Formats: OnlineThis year 2001 report discusses the context of state assessments systems, including accountability practices in which out-of-level testing is implemented, and describes specific out-of-level testing policies used in those states that allow students to be tested out of level in large-scale assessments. The review includes 12 states' policies and describes such state-level policy features as assessment instrument characteristics, required implementation practices, and test score uses.
Published: June 2001
NCEO State Surveys: 2001 State Special Education Outcomes - A Report on State Activities at the Beginning of a New DecadeThis year 2001 report summarizes a survey given to all states that addresses participation and performance of students with disabilities in statewide assessments and the first year of administering alternate assessments and including the results in accountability systems. The report is intended to help states view their own progress.
Published: June 2001
NCEO Synthesis Reports: Addressing Standards and Assessments on the IEP (#38)Formats: OnlineThe purpose of this year 2001 study was to examine state Individualized Education Program (IEP) forms to determine the extent to which they include documentation of standards and assessments. All 50 states were asked to send their IEP forms and to indicate whether they were required, recommended, or simply sample forms. Because IEP forms are a primary source of information to guide decisions during IEP team meetings, the way in which information appears on them is very important. NCEO makes several recommendations for IEP forms that will provide decision-making guidance to IEP teams.
Published: April 2001
NCEO Classroom-Based Assessment Project: Effects of Using a Curriculum-Based Monitoring System on the Classroom Instructional Environment and Math AchievementFormats: PDFA report from NCEO's Classroom-Based Assessment Project.
Published: March 2001- NCEO Classroom-Based Assessment Project: Enhancing the Learning of English Language Learners: Consultation and a Curriculum Based Monitoring SystemFormats: PDF
A report from NCEO's Classroom-Based Assessment Project.
Published: March 2001 - 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: Online
This 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