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NCEO Reports: Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions (#406)This report documents the status of states' assessment participation guidelines and definitions of students with the most significant cognitive disabilities that were in place just prior to the start of the 2017-18 school year. With the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, renewed attention was paid to the importance of guidelines for participation in alternate assessments based on alternate achievement standards (AA-AAS) and to understanding of who the students are who have significant cognitive disabilities. The analysis includes the factors that states indicated should and should not be considered when making decisions about participation in the AA-AAS. It also documents the format of the guidelines that states made available to decision makers. Finally, it examines the extent to which states provided an explicit definition of "students with the most significant cognitive disabilities."
Published: December 2017
NCEO APR Snapshot Briefs: 2014-2015 APR Snapshot #15: AA-AAS Participation and Performance (#15)Formats: OnlineThis report summarizes AA-AAS data used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2014-2015 school year, we present information on the number of students participating in the AA-AAS and the performance of those students.
Published: November 2017- NCEO APR Snapshot Briefs: 2014-2015 APR Snapshot #13: State Assessment Participation and Performance of Students Receiving Special Education Services (#13)Formats: Online
This report provides a snapshot of the participation and performance of student receiving special education services in statewide assessments used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2014-15 school year, we present information on participation and performance in reading and mathematics statewide assessments administered to grade 8 students.
Published: May 2017 
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 Reports: 2014-15 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#405)This is the eighteenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. This report presents information on publicly reported participation and performance data for students with disabilities for the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). Information on public reporting for English Learners (ELs) with disabilities is also included in this report.
Published: May 2017
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
Considerations for Developing State-Defined Alternate Diplomas for Students with Significant Cognitive DisabilitiesThis Brief describes the criteria that must be met for a State-defined alternate diploma to meet federal requirements for inclusion in the Title I Adjusted Cohort Graduation Rate (ACGR). It includes considerations for states contemplating the development of a State-defined alternate diploma, and recommends steps for those deciding to adopt a State-defined alternate diploma.
Published: November 2016
Diplomas that Matter: Ensuring Equity of Opportunity for Students with DisabilitiesFormats: PDFTo try to understand the diploma options available for students with disabilities, Achieve and the National Center on Educational Outcomes (NCEO) partnered to analyze the diplomas available in each state for the graduating class of 2015. Achieve and NCEO also compared the course and assessment requirements for earning a regular diploma in each state for students with disabilities and their peers without disabilities.
Published: November 2016- NCEO APR Snapshot Briefs: 2013-2014 APR Snapshot #12: AA-AAS Participation and Performance (#12)Formats: Online
This report provides information on the number of students participating in the Alternate Assessment based on Alternate Achievement Standards (AA-AAS) and the performance of those students, using federally submitted data from the 2013-2014 school year.
Published: October 2016 - NCEO APR Snapshot Briefs: 2013-2014 APR Snapshot #10: State Assessment Participation and Performance of Students Receiving Special Education Services (#10)Formats: Online
This report provides a snapshot of the participation and performance of student 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 administered to grade 8 students.
Published: August 2016 
NCEO Reports: Principios y Características de Sistemas Inclusivos de Evaluación en un Escenario de Evaluación Cambiante (#400 Spanish)This document is a Spanish translation of the fourth in a series of Principles documents produced by the National Center on Educational Outcomes (NCEO). NCEO revisited and revised its 2008 Principles for inclusive assessment systems to respond to the many changes in the current educational assessment context. The revised Principles reflect a broader perspective that acknowledges that the Principles should apply not only for students with disabilities but also for English learners (ELs) and ELs with disabilities, as well as to all types of assessments in assessment systems. Similar to previous documents, it is designed to identify the principles and characteristics of inclusive assessment systems. Content is in Spanish.
Published: January 2016- 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 
NCSC WikiFormats: OnlineAn extensive collection of online resources for school personnel, policymakers, and parents nationwide created by the participants in the National Center and State Collaborative (NCSC) . NCSC is a partnership of five centers and 24 states that developed a multi-state comprehensive assessment system for K-12 students with significant cognitive disabilities that includes a system of curriculum, instruction, and assessment, supporting instruction aligned to the Common Core State Standards. Among the resources in the wiki are curriculum and instruction materials to support classroom teaching, professional development tools for educators, tips and tools for parents, and a communication toolkit for teachers and speech-language pathologists serving students with disabilities who do not or do not yet use oral speech. These teaching and learning resources are now in use in every state, as well as in many other countries.
Published: 2016
NCEO Reports: 2013-14 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#401)This is the seventeenth report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA) require states to disaggregate participation and performance data at the state level. The ESEA flexibility waivers that many states received also require states to report for the "all students" group as well as for all of the subgroups, including students in special education, as long as the number of students in a subgroup is equal to or above the minimum reporting number defined by the state. This report presents information on publicly reported participation and performance data for the 50 regular states and the 11 unique states. Recommendations are offered to states for the public reporting of disaggregated data for students with disabilities.
Published: February 2016
NCEO Reports: Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape (#400)This document is the fourth in a series of Principles documents produced by the National Center on Educational Outcomes (NCEO). NCEO revisited and revised its 2008 Principles for inclusive assessment systems to respond to the many changes in the current educational assessment context. The revised Principles reflect a broader perspective that acknowledges that the Principles should apply not only for students with disabilities but also for English learners (ELs) and ELs with disabilities, as well as to all types of assessments in assessment systems. Similar to previous documents, it is designed to identify the principles and characteristics of inclusive assessment systems.
Published: February 2016
White Paper on English Language Learners with Significant Cognitive DisabilitiesFormats: PDFThis White Paper was developed by the Administration, Accessibility, and Accommodations Task Management Team (AAA TMT) to provide the English Language Proficiency Assessment for the 21st Century (ELPA21) states with recommendations for ways to include their English language learners (ELLs) with the most significant cognitive disabilities in an assessment of their English language proficiency. The ELPA21 states are developing a college- and career-ready assessment of English language proficiency (ELP). This assessment is designed for all ELLs except those who have the most significant cognitive disabilities.
Published: January 2016
NCEO Synthesis Reports: Science Alternate Assessments based on Alternate Achievement Standards (AA-AAS) During School Year 2014-2015 (#99)A report that analyzes the characteristics of states' science alternate assessments based on alternate achievement standards (AA-AAS) in 2014-2015. Federal law requires that all students, including students with disabilities, participate in state assessments used for accountability purposes. It also requires states to assess students in several content areas, including science. Most students with disabilities take the general science assessment with or without accommodations, but a few students with the most significant cognitive disabilities participate in AA-AAS. Although federal regulations do allow states to define the complexity, depth, and breadth of the AA-AAS, the apparent lack of consistency in the domains assessed suggests that some students with significant cognitive disabilities may not be getting access to the same rigorous grade-appropriate content.
Published: November 2015
Instructing and Assessing English Learners with Significant Cognitive DisabilitiesFormats: PDFThe purpose of this report is to identify an evidence base on best practices in English language arts instruction for English learners (ELs) with significant cognitive disabilities whose family may use another language in the home. This report also provides recommendations for important first steps to ensure that ELs with significant cognitive disabilities have access to grade-level curriculum and instruction.
Published: September, 2015
NCEO State Surveys: 2014 Survey of States: Initiatives, Trends, and AccomplishmentsA report providing a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states documented the academic achievement of students with disabilities. This is the fourteenth such survey of states conducted by NCEO. States were cognizant of the benefits of inclusive assessment and accountability systems, and continued to improve assessment design, participation, accessibility and accommodations policies, monitoring practices, and data reporting.
Published: September, 2015
