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- NCEO Reports: A Summary of the Research on the Effects of K–12 Test Accommodations: 2019 (#433)
This report provides an update on the state of the research on testing accommodations. Previous reports by the National Center on Educational Outcomes (NCEO) have covered research published since 1999. In this report, we summarize the research published in 2019. During 2019, 11 research studies were published on the topic of testing accommodations in the U.S. elementary and secondary education system.
Published: May 2022 
Improving Instruction Briefs: Building Successful Partnerships Between the School Principal, Families, and Communities: information for PrincipalsThis Brief for principals answers questions about communicating with parents or guardians for whom communicating in English is a challenge. Good parent-educator communication is key to determining appropriate accessibility features and accommodations for students. This Brief was developed by NCEO’s “ Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.
Published: December 2019
Educators' Thoughts on Making Decisions About Accessibility for All StudentsThis report describes the asynchronous online focus group activity of the Data Informed Accessibility - Making Optimal Needs-based Decisions (DIAMOND) project. The goal of conducting the focus groups was to gather in-depth information about teachers' experiences with accessibility features and accommodations in the classroom and on assessments. The results from the focus groups contribute to the project's development of guidelines for making informed decisions about accessibility features and accommodations.
Published: September 2018
NCEO Brief: Meeting the Needs of ELs with Disabilities in Your State: Making EL Exit Decisions (#13)The purpose of this Brief is to highlight the numbers and characteristics of English learners (ELs) with disabilities and current decision-making processes for exiting these students from EL services. The Brief concludes with recommendations for states to consider as they support districts and schools in making appropriate exit decisions for ELs with disabilities.
Published: September 2017- Thinking About the Students Who May Qualify to Participate in An Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS): A Tool for Study Groups
A tool to learn more about the characteristics of students who may quality to participate in an alternate assessment based on modified academic achievement standards (AA-MAS). This is an archived report because this assessment option is no longer allowed.
Published: 2010-12-01 
NCEO Policy Directions: Planning Alignment Studies For Alternate Assessments Based on Alternate Achievement Standards (#20)A report providing states with information on the components to consider with an external vendor when planning a study of the alignment of alternate assessment based on alternate achievement standards (AA-AAS) with grade-level content standards. It also addresses guidance for maximizing resources spent to determine alignment of the AA-AAS.
Published: November 2007
NCEO English Language Learners (ELLs) with Disabilities Reports: Math Strategy Instruction for Students with Disabilities who are Learning English (#16)This year 2006 report describes a series of single-subject studies examining the effect of a teacher-directed "think aloud" instructional strategy in math with English learners with disabilities.
Published: November 2006
NCEO Synthesis Reports: Universal Design Applied to Large Scale Assessments (#44)The purpose of this report is to explore the development of universal design and to consider its application to large scale assessments. Building on universal design principles presented by the Center for Universal Design, seven elements of universally designed assessments are identified and described in report paper.
Published: June 2002
NCEO State Surveys: 1999 State Special Education Outcomes - A Report on State Activities at the End of the CenturyThis year 1999 report summarizes results from a survey given to all states that addresses participation in statewide testing, high stakes attached to testing, and the development of alternate assessments.
Published: December 1999- NCEO Brief: Avoiding Unintended Consequences of Improved Accessibility of State Tests (#35)
There has been a paradigm shift from accommodations to the identification of levels of accessibility (e.g., universal features, designated features, and accommodations). A consequence of this shift is that many students with disabilities who previously were assigned accommodations now access many of them as universal or designated features. This Brief highlights what states and IEP teams can do to avoid possible unintended consequences of the paradigm shift.
Published: May 2024 - NCEO Brief: Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations (#34)
Many students with disabilities use accessibility features and accommodations during instruction and when taking assessments. It is important to consider teacher perceptions and experiences when making accessibility decisions. The National Center on Educational Outcomes (NCEO) synthesized and summarized research conducted between 1999 and 2022 on the perceptions of teachers regarding accommodations. Based on this research on teachers’ perceptions of accommodations, NCEO suggests several strategies that could improve practice.
Published: February 2024 - NCEO Brief: Related Services Providers: Important Contributors to the Accommodations Decision-Making Process (#27)
Related service providers include speech-language pathologists, audiologists, psychologists, and physical and occupational therapists who provide specialized support to students with disabilities. This Brief suggests strategies for supporting related services providers so that they can participate more confidently as members of Individualized Education Program (IEP) teams when decisions are made about instructional and assessment accommodations.
Published: December 2021 - NCEO Brief: Steps to Equitably Include Deaf Students in Assessments (#25)
Standardized tests have many uses in education. For example, they are used to document student achievement, measure progress, and determine readiness for postsecondary education or employment. However, deaf students often do not have equitable access to standardized tests. This Brief is jointly written by the National Center on Educational Outcomes (NCEO) and the National Deaf Center on Postsecondary Education (NDC). It provides three key steps to support deaf students in standardized testing.
Published: December 2021 - NCEO Reports: A Summary of the Research on the Effects of K–12 Test Accommodations: 2018 (#423)
The purpose of this report is to present a synthesis of the research on test accommodations for U.S. elementary and secondary students (K–12) published in 2018. The academic literature described here encompasses empirical studies of performance comparability, investigations into accommodations use, implementation practices, and perceptions of the effectiveness of accommodations. During 2018, 11 research studies were published on the topic of testing accommodations in the U.S. elementary and secondary education system.
Published: February 2021 
Improving Instruction Briefs: Building Successful Communication Between Parent or Guardian and Teacher: Information for Parents or GuardiansThis Brief for parents or guardians of students who are English learners answers questions about communicating with teachers when English is a challenge, and the benefits of successful communication. Good parent-educator communication is key to determining appropriate accessibility features and accommodations for students. This Brief was developed by NCEO’s “ Improving Instruction for English Learners Through Improved Accessibility Decisions,” in collaboration with the West Virginia Department of Education.
Published: December 2019
Student Demonstrations of their Use of Accessibility Features and AccommodationsThis report presents information from a study by the Data Informed Accessibility—Making Optimal Needs-based Decisions (DIAMOND) project that examined classroom use of accessibility features and accommodations gathered through in-person interviews with teachers and in-person demonstrations with students. The report catalogs the accessibility features and accommodations used in class that were helpful to students, identifies reasons that certain accessibility features and accommodations were and were not used, and explores barriers to the effective use of accessibility features and accommodations.
Published: June 2019
Additional Educators’ Perspectives on Classroom Implementation of Accessibility Features and AccommodationsA second report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms during instruction and during assessments. Educators were asked about two kinds of accessibility features (universal features and designated features) and about accommodations. This report on the second cohort of interviewees presents separate findings as well as an overall summary for the two cohorts.
Published: April 2019
Educators' Perspectives on Classroom Implementation of Accessibility Features and AccommodationsA report from the DIAMOND project on phone interviews conducted with educators to highlight effective practices being used to implement accessibility features and accommodations in their classrooms during instruction and during assessments. Educators were asked about two kinds of accessibility features (universal features and designated features) and about accommodations.
Published: May 2018
NCEO Synthesis Reports: 2013 State Policies for Selected Response Accommodations on Statewide Assessments (#93)A report providing information on selected response accommodations (i.e., Human Scribe, Speech to Text, Audio Transcription, Grammar Checker, Spell Checker, Calculator) that were included in state policies in 2013 for reading/ELA, math, and writing assessments. NCEO has been tracking and analyzing states' policies on assessment accommodations since 1992.
Published: September 2014
NCEO Technical Reports: A Summary of the Research on the Effects of Test Accommodations: 2005-2006 (#47)This year 2007 report summarizes 32 research studies on testing accommodations published in 2005-2006. The report provides information on participants, specific disability characteristics, research design, findings, and limitations. The report also identifies promising areas of research, and makes recommendations.
Published: August 2007