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NCEO APR Snapshot Briefs: 2010-2011 APR Snapshot #4: State Assessment Participation and Performance of Students Receiving Special Education Services (#4)Formats: OnlineThis year 2013 report summarizes participation and performance data for students with disabilities taking general state assessments in reading and math, used for federal accountability in 2010-2011.
Published: 2013- NCEO Reports: State Approaches to Monitoring AA-AAAS Participation Decisions (#432)
This report presents the findings of a survey of states that examined the policies, practices, and procedures State Education Agencies (SEAs) used to monitor IEPs for participation decision making in alternate assessments based on alternate academic achievement standards (AA-AAAS). It is imperative that only students with the most significant cognitive disabilities participate in the AA-AAAS because it has short- and long-term implications. The instruction of students taking the AA-AAAS may be reduced in depth, breadth, or complexity, and this may have implications for graduation as well as reduce post-secondary options.
Published: April 2022 
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs 2013-2014 (#5)Formats: OnlineThis interactive report presents data on the participation and performance of students receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2013-14 school year, we present information on participation and performance in reading and mathematics statewide assessments. This interactive brief is based on "2013-2014 APR Snapshot #10: State Assessment Participation and Performance of Students Receiving Special Education Services."
Published: February 2017
NCEO Synthesis Reports: Accommodation Policies for States' Alternate Assessments based on Alternate Achievement Standards (AA-AAS) (#90)A report focusing on accommodation policies for alternate assessments based on alternate achievement standards (AA-AAS). NCEO has analyzed participation and accommodation policies for students with disabilities on state administered assessments since 1992 and this report is part of that long-term study. In addition to presenting a national overview of policies, this report also addresses the results of NCEO's policy analysis by the four content assessment consortia -- Partnership for Assessment of Readiness for College and Careers (PARCC), Smarter Balanced Assessment Consortium (SBAC), Dynamic Learning Maps (DLM), and National Center and State Collaborative (NCSC). The researchers' summary of the results of their analysis of accommodation policies for AA-AAS is organized under three areas of focus: the terms states used to describe changes in assessment administration, the specific accommodations addressed in policies overall, the accommodations addressed for ELLs and accommodation guidelines provided by states. Detailed information overall and by the four consortia are provided in the report appendices.
Published: July 2013- NCEO Reports: Developing Requests for Proposals (RFPs) for Interim Assessments that Include All Students (#445)
This report provides a resource for state and district assessment staff as they develop requests for proposals (RFPs) for interim assessments for all of their students, including those who require accessibility features, to demonstrate their knowledge and skills as well as those who may need an alternate assessment because of their significant cognitive disability. This report provides ideas for ensuring that bids for interim assessments address the needs of all students, including students with disabilities and English learners.
Published: January 2025 
NCEO Synthesis Reports: Principles and Characteristics of Inclusive Assessment and Accountability Systems (#40)Formats: OnlineThis year 2001 report presents six core principles of inclusive assessment and accountability systems with a brief rationale and specific characteristics that reflect each principle. These principles are based on a decade of NCEO's documentation of assessment and accountability systems and on review and comment from multiple stakeholders who share a common goal of improving outcomes for all students.
Published: November 2001- NCEO Data Analytics: Participation Rate for 2007-08 to 2016-17 (#14)Formats: Online
This interactive report presents the annual performance data for students with disabilities on state assessment data for 2007-08 to 2016-17 which were analyzed to investigate trends in participation, performance, and accommodations received by special education students in grades 3-8 and high school for each state. In addition, results included the comparison between states and grade levels, as well as state profile.
Published: September 2020 - NCEO APR Snapshot Briefs: 2011-2012 APR Snapshot #9: AA-AAS Participation and Performance (#9)Formats: Online
This report summarizes Alternate Assessment based on Alternate Achievement Standards (AA-AAS) data used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2011-2012 school year, we present information on the number of students participating in the AA-AAS and the performance of those students.
Published: June 2016 - NCEO APR Snapshot Briefs: 2011-2012 APR Snapshot #7: State Assessment Participation and Performance of Students Receiving Special Education Services (#7)Formats: Online
This year 2014 report provides participation and performance information for students with disabilities in general assessments used for federal accountability in 2011-2011. Data include information on reading and math, focusing on grade eight.
Published: December 2014 
NCEO English Language Learners (ELLs) with Disabilities Reports: Graduation Exam Participation (2000-2001) of English Language Learners with Disabilities (#3)This year 2005 report examines the participation and performance of English learners with disabilities taking the Minnesota Basic Standards Tests, needed for a high school diploma, in 2000-2001. The report describes both reading and math during the first attempt on the grade 8 administration.
Published: June 2005
NCEO State Surveys: 2016 Survey of States: State Activities Amid Evolving Educational PoliciesA report providing a snapshot of the new initiatives, trends, accomplishments, and emerging issues during a period of new education laws and initiatives. This is the fifteenth such survey of states conducted by NCEO. States were continuing to address the need for inclusive assessments while facing new requirements for assessments and accountability systems.
Published: September 2017
NCEO Synthesis Reports: The Effects of Standards and Assessment on Students in Special Education (#10)Formats: PDFIn this report, the author examines accountability and assessment issues that are relevant to students in special education.
Published: October 1993
NCEO Limited English Proficiency Projects Reports: State and District Assessments as an Avenue to Equity and Excellence for English Language Learners with Disabilities (#2)Formats: OnlineThis year 2001 report summarizes data publicly reported on state education department websites on the participation rate and performance of English learners for 1999-2000.
Published: September 2001
NCEO Synthesis Reports: Assessment Guidelines that Maximize the Participation of Students with Disabilities in Large-Scale Assessments: Characteristics and Considerations (#25)Formats: OnlineThis 1996 report provides: (1) An overview of immediate and past practice in participation, accommodation, and reporting of students with disabilities in state and national assessments; (2) Criteria for making decisions around participation, accommodation, and reporting of assessment results for students with disabilities. (3) Examples and nonexamples of criteria markers in existing state guidelines, (4) short list of assessment accommodations in four categories, and (5) A hands-on approach to examining and/or revising state and district guidelines about accountability, large-scale assessments, and students with disabilities.
Published: October 1996
NCEO Synthesis Reports: Neglected Numerators, Drifting Denominators, and Fractured Fractions: Determining Participation Rates for Students with Disabilities in Statewide Assessment Programs (#23)Formats: OnlineDeveloping 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 Reports: 2021-22 Participation Guidelines and Definitions for Alternate Assessments Based on Alternate Academic Achievement Standards (#440)
This report provides an update to previous analyses of the guidelines, definitions, and criteria states have developed for making decisions about alternate assessment based on alternate academic achievement standards (AA-AAAS) participation. This report provides an analysis of the 2021-22 policies of the 50 states and the District of Columbia. We analyzed criteria that should be used and factors that should not be used to determine participation, the state definitions of “most significant cognitive disabilities,” the information provided to parents about the AA-AAAS, mentions of English learners in materials related to the AA-AAAS, exemption and non-exemption materials regarding participation, and the content areas for which participation decisions are made.
Published: June 2023 - NCEO State Surveys: 2023 Survey of States: Trends, Accomplishments, and Challenges
This report highlights the findings of the sixteenth survey of states conducted by the National Center on Educational Outcomes (NCEO). It has been administered for more than three decades to collect information from states about the participation and performance of students with disabilities in the assessments that comprise the comprehensive assessment system. Topics addressed included: accessibility and accommodations, alternate assessments based on alternate academic achievement standards (AA-AAAS), interim assessments, accountability, English learners with disabilities, technology, graduation requirements, State Systemic Improvement Plans (SSIPs) / State-identified Measurable Results (SiMRs), family engagement, and technical assistance needs.
Published: February 2024 
NCEO Synthesis Reports: 2001 State Policies on Assessment Participation and Accommodations (#46)Formats: OnlineThis year 2001 report analyzes state participation and accommodation policies nationwide. Among the major findings are: (1) participation options beyond the usual three (participation without accommodations, participation with accommodations, alternate assessment) have become more evident -- generally these are: partial participation, additional alternate assessments, and out-of-level testing, (2)"emotional anxiety" is more frequently noted as a reason for students to not participate in assessments, (3) policies for both participation and accommodations are becoming more specific, often indicating implications for how accommodated students' scores are reported, (4) the number of states that allow accommodations for specific groups (i.e., all students and students no longer on IEPs), and (5) that most controversial accommodations continue to be read aloud, calculator, and scribe. The analyses suggest that states continued to adjust their policies to ensure that students with disabilities have opportunities to participate in statewide assessments, and at the same time to understand the meaning of the scores from their assessments.
Published: July 2002
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 State Surveys: 2007 Survey of States - Activities, Changes, and Challenges for Special EducationThis year 2007 report summarizes a state survey given to all states addressing participation rates, use of accommodations, the number of students achieving grade level proficiency, and more.
Published: October 2008