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881 results.
  • NCEO Synthesis Reports: Neglected Numerators, Drifting Denominators, and Fractured Fractions: Determining Participation Rates for Students with Disabilities in Statewide Assessment Programs (#23)
    Formats: Online

    Developing accurate reporting procedures on the participation of students with disabilities in large-scale assessment programs has proven to be difficult, due to a lack of data, differing definitions of eligible testing populations, and the misalignment of data collection efforts and data management responsibilities. This 1996 report provides specific recommendations for both policymakers and local practitioners and administrators to assist in improving our ability to accurately report the participation of students with disabilities in statewide assessment programs.

    Published: October 1996
  • NCEO Minnesota Assessment Project Reports: Input from the Field on the Participation of Students with Limited English Proficiency and Students with Disabilities in Meeting the High Standards of Minnesota's Profile of Learning (#10)
    Formats: Online

    This year 1996 report summarizes focus group input from teachers and administrators on the participation of English learners and students with disabilities in Minnesota's Profile of Learning, which includes performance-based classroom-level assessments.

    Published: August 1996
  • NCEO Synthesis Reports: Questions and Answers: Tough Questions about Accountability Systems and Students with Disabilities (#24)
    Formats: Online

    This 1996 report provides answers to some of the most commonly asked questions addressing the participation of students with disabilities in educational accountability systems. Questions about the use of accommodations, the reporting of the results of all test takers, and implementation issues are included also.

    Published: September 1996
  • NCEO Minnesota Assessment Project Reports: A Review of the Literature on Testing Accommodations for Students with Disabilities (#9)
    Formats: Online

    This year 1996 report reviews literature on testing accommodations for students with disabilities, emphasizing studies examining the effects of testing accommodations on the technical integrity of assessment measures.

    Published: August 1996
  • 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
  • NCEO Minnesota Assessment Project Reports: Resources: Students with Disabilities in National and Statewide Assessments (#7)
    Formats: Online

    This year 1996 report provides an annotated bibliography on accommodation issues related to students with disabilities in national and state administered assessments.

    Published: August 1996
  • NCEO Minnesota Assessment Project Reports: Accommodations for Students with Limited English Proficiency: Analysis of Guidelines from States with Graduation Exams (#6)
    Formats: Online

    This year 1996 report examines high stakes graduation testing guidelines, in states with these assessments, and describes trends in the types of testing accommodations allowed for English learners.

    Published: August 1996
  • NCEO Minnesota Assessment Project Reports: Accommodations for Students with Disabilities: Guidelines from States with Graduation Exams (#5)
    Formats: Online

    This year 1996 report examines accommodation policies in states with high stakes assessments and describes the accommodations allowed for students with disabilities.

    Published: August 1996
  • 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: Focus Group Input on Students with Disabilities and Minnesota's Basic Standards Tests (#3)
    Formats: Online

    This year 1996 report summarizes focus group input on the participation of students with disabilities on Minnesota's Basic Standards Tests.

    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 Minnesota Assessment Project Reports: Input from the Field on Assessing Students with Disabilities in Minnesota's Basic Standards Exams (#1)
    Formats: Online

    This year 1996 report summarizes survey data from 22 Minnesota school districts on the implementation of the Minnesota Basic Standards Tests, focusing on the participation and accommodation of students with disabilities.

    Published: August 1996
  • Self-Study Guide for the Development of Statewide Assessments that Include Students with Disabilities
    Formats: Online

    This year 1996 self-study guide is designed to help state education agency (SEA) staff evaluate and revise their assessment policies and procedures in a way that promotes the participation of all students in some form of their state assessment programs. More specifically, it is intended for staff responsible for the state assessment system and staff responsible for the education of students with disabilities. It also could be used by test development contractors and stakeholders who are serving on state task forces to develop state assessment systems. And, this guide should be helpful to local education agency staff who wish to revise their own assessments to include all students.

    Published: 1996
  • NCEO State Surveys: 1995 State Special Education Outcomes: Longitudinal Trends in How States are Assessing Educational Outcomes for Students with Disabilities
    Formats: PDF

    This report presents the results of the fifth annual survey of state activities in the assessment of educational outcomes for students with disabilities. NCEO sent the survey to directors of special education of all the 50 regular states and the 10 unique states that provide special education under the provisions of the Individuals with Disabilities Education Act. Respondents were asked to respond to items about the current status or activities of their states in these areas: federally-reported data, assessments of outcomes, participation of students with disabilities in state assessments, and state technical assistance needs. In several of these areas, it was possible to examine longitudinal trends by comparing responses from the first survey to current responses.

    Published: April 1996
  • NCEO Synthesis Reports: A Disability Perspective on Five Years of Education Reform (#22)
    Formats: Online

    This report provides a summary of policy trends of the five years preceding 1995, viewed through a lens focusing on the implications of policy shifts for the educational outcomes of students with disabilities.

    Published: December 1995
  • NCEO Technical Reports: Matching Information in National Data Collection Programs to a Model of Post-School Outcomes and Indicators (#17)
    Formats: PDF

    This year 1995 report describes the extent of correspondence between information available on indicators for post-school outcomes in national data collection programs and the post-school outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Findings include: 1) a summary of post-school outcomes for all students represented in ten national data collection programs, 2) the observation that these outcomes are less available for students with disabilities than indicators at the school completion level, and 3) the conclusion that there is a significant exclusion or lack of identification of students with disabilities in national data programs. Recommendations are provided to revise national data collection programs in order to produce useful policy-relevant information regarding post-school completion outcomes for students with disabilities.

    Published: October 1995
  • NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Grade 8 (#16)
    Formats: PDF

    This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at grade 8 and the grade 8 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at grade 8 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.

    Published: October 1995
  • NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Grade 4 (#15)
    Formats: PDF

    This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at grade 4 and the grade 4 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at grade 4 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.

    Published: September 1995
  • NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Age 6 (#14)
    Formats: PDF

    This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at age 6 and the age 6 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at age 6 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.

    Published: August 1995
  • NCEO Technical Reports: Matching State Goals to a Model of Outcomes and Indicators for Age 3 (#13)
    Formats: PDF

    This year 1995 report describes the extent of correspondence between state articulated student outcomes and indicators at age 3 and the age 3 outcomes in a model developed by the National Center on Educational Outcomes and partnering stakeholders. Figures showing the outcomes at age 3 and information on the matching activity are presented. The model was developed in order to aid state and local level practitioners involved in the articulation of educational goals, performance standards, assessments, and curriculum frameworks at different age and grade levels.

    Published: August 1995