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NCEO Technical Reports: Desired Characteristics for State and School District Educational Accontability Reports (#22)Formats: PDFThis year 1998 report presents findings of a study conducted to identify stakeholders' views of desirable characteristics of reports on student performance for all students, including students with disabilities. It investigates the extent to which these characteristics were evident in a diverse sample of seven states' accountability reports, and provides guidelines for desirable characteristics in reporting that state department personnel can use to improve accountability reports. The report presents descriptive findings and recommendations to states.
Published: November 1998- NCEO Framework for Educational Accountability: Post-School OutcomesFormats: PDF
This 1998 document extends the NCEO Framework for Educational Accountability, focusing on outcomes and indicators for the post-school individual, and examines the relationship between these outcomes and indicators and the SCANS Skills & Competencies. How to adopt or adapt the framework for system-wide or individual accountability is explained.
Published: October 1998 
NCEO Minnesota Assessment Project Reports: Participation and Performance of Students with Disabilities: Minnesota's 1996 Basic Standards Tests in Reading and Math (#16)Formats: OnlineThis year 1998 report summarizes data on the participation and performance of students with disabilities in Minnesota's Basic Standards Test in Reading and Math for 1996.
Published: October 1998- NCEO Technical Reports: An Analysis of Perceived Desirability, Feasibility, and Actual Use of Specific Criteria for Large-Scale Assessment and Accountability Systems (#21)Formats: PDF
This year 1998 report describes results of a national survey of 222 administrators, teacher and other IEP team members who rated the desirability, feasibility and use of criteria for large-scale assessment and accountability systems for students with disabilities. The criteria addressed participation in assessments, accommodations on the assessments, and the reporting of results for students with disabilities. The report includes a discussion of findings with policy implications for educators and parents.
Published: July 1998 - NCEO Framework for Educational AccountabilityFormats: Online
This 1998 paper describes a revised framework for educational accountability, which started with outcomes and indicators. The revised framework can be adapted for system-wide or individual accountability, and how it can work in concert with the National Association of State Directors of Special Education's "balanced system of accountability."
Published: May 1998 - NCEO Technical Reports: State Accountability Reports: What are States Saying about Students with Disabilities? (#20)Formats: PDF
This year 1998 report presents the results of a review of state accountability documents from 48 states and Washington DC, specifically analyzing how students with disabilities are represented. Findings describe the variability in reporting practices and the extent of information found on students with disabilities. Recommendations are also given such as including target audience information needs, avoiding overlap and inconsistency in reporting, carefully choosing educational indicators, and more.
Published: May 1998 - Accountability for the Results of Educating Students with DisabilitiesFormats: Online
This report from 1998 describes the findings of a conference NCEO convened to define issues and develop recommendations related to state and district-wide assessments and accountability needed to attain the benefits of the 1997 IDEA amendments and achieve better results for children with disabilities.
Published: April 1998 - Accountability for the Results of Educating Students with Disabilities: Assessment Conference Report on the New Assessment Provisions of the 1997 Amendments to the Individuals with Disabilities Education ActFormats: Online
A year 1998 conference report on the assessment provisions of the 1997 Amendments to the Individuals with Disabilities Education Act. The U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS), and its component Office of Special Education Programs (OSEP) requested that NCEO convene a working conference in Washington DC to define issues and develop recommendations related to State and district-wide assessments and accountability. This report describes the findings of this conference.
Published: April 1998 - NCEO Maryland/Kentucky State Assessment Project: Performance Trends and Use of Accommodations on a Statewide Assessment: Students with Disabilities in the KIRIS On-Demand Assessments from 1992-93 through 1995-96 (#3)Formats: Online
A report from the past Maryland-Kentucky-NCEO Assessment Project, a federally funded effort supported, in part, by a grant to the Maryland State Department of Education.
Published: April 1998 
NCEO Synthesis Reports: Enhancing Communication: Desirable Characteristics for State and School District Educational Accountability Reports (#30)Formats: OnlineA report summarizing a 1997 meeting of members of a study group within the State Collaborative on Assessment and Student Standards, Assessing Special Education Students, which is made up of assessment and special education representatives, to develop a list of necessary, desirable, and succinct characteristics of good state and district educational accountability reports. A checklist of desirable characteristics for state and school district accountability reports is included.
Published: January 1998- NCEO Technical Reports: An Analysis of Inclusion of Students with Disabilities in State Standards Documents (#19)Formats: PDF
This year 1998 report presents the results of a review of state accountability documents from 48 states and Washington DC, specifically analyzing how students with disabilities are represented. Findings describe the variability in reporting practices and the extent of information found on students with disabilities. Recommendations are also given such as including target audience information needs, avoiding overlap and inconsistency in reporting, carefully choosing educational indicators, and more.
Published: January 1998 
NCEO State Surveys: 1997 State Special Education Outcomes: A Report on State Activities During Educational ReformFormats: PDFThis report presents the results of the sixth survey of state activities in the assessment of educational outcomes for students with disabilities conducted by NCEO since 1991. 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. Results are presented in seven sections: (1) Students with disabilities and standards-based reform, (2) Measuring the participation of students with disabilities in statewide testing, (3) state activities in developing alternate assessments, (4) Using assessment results for students with disabilities, (5) Individualized Educational Programs and assessments, (6) Measuring non-academic outcomes for students with disabilities, and (7) Current issues and technical assistance needs.
Published: November 1997- Linking Inclusion to Conclusions: An Empirical Study of Participation of Students with Disabilities in Statewide Testing Programs (Oregon Report 1)Formats: Online
A report from the past Oregon Assessment Project, a federally funded effort.
Published: October 1997 - NCEO Minnesota Assessment Project Reports: Educators' Responses to LEP Students' Participation in the 1997 Basic Standards Testing (#15)Formats: Online
This year 1997 report presents survey results about the participation of English learners in Minnesota's Basic Standards Test in 1997-1998. The survey questions focused on participation and accommodation decision-making, and included responses from educators and administrators.
Published: October 1997 
NCEO Synthesis Reports: State Assessment Policies on Participation and Accommodations for Students with Disabilities: 1997 Update (#29)Formats: PDFThis 1997 report summarizes states' policies on the participation of students with disabilities in large-scale assessment, and the accommodations available for those students. The data reflects policies from 1995 to 1997.
Published: September 1997- NCEO Minnesota Assessment Project Reports: Special Education Teacher Responses to the 1997 Basic Standards Testing (#14)Formats: Online
This year 1997 report presents information on how special education teachers made participation and accommodation decisions for students with disabilities in the 1997 administration of the Minnesota Basic Standards Test.
Published: September 1997 - NCEO Maryland/Kentucky State Assessment Project: Reporting School Performance in the Maryland and Kentucky Accountability Systems: What Scores Mean and How They Are Used (#2)Formats: Online
A report from the past Maryland-Kentucky-NCEO Assessment Project, a federally funded effort supported, in part, by a grant to the Maryland State Department of Education.
Published: September 1997 - NCEO Minnesota Assessment Project Reports: High School Graduation Requirements in the U.S. for Students with Limited English Proficiency (#13)Formats: Online
This year 1997 report examines state-level graduation requirements to see whether these result in different avenues for exiting high school for English learners.
Published: September 1997 
NCEO Synthesis Reports: Putting Alternate Assessments into Practice: What to Measure and Possible Sources of Data (#28)Formats: OnlineThis 1997 report highlights four information-gathering procedures that might be used in alternate assessments. The application of these procedures to collect data in broader outcome areas is also highlighted in the report.
Published: September 1997- NCEO Technical Reports: An Analysis of State Approaches to Including Students with Disabilities in Assessments Implemented During Educational Reform (#18)Formats: PDF
This year 1997 report evaluates states' policies on the inclusion, accommodations and reporting of students with disabilities in statewide assessments. It describes the input and consensus process used by the National Center on Educational Outcomes to develop evaluation elements designed to maximize participation of students with disabilities, and presents the results of applying these elements to states' written guidelines on participation, accommodations, and reporting. The findings of this analysis suggest a number of implementation and training issues, especially for IEP teams.
Published: September 1997