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NCEO English Language Learners (ELLs) with Disabilities Reports: English Language Learners with Disabilities and Large-Scale Assessments - What the Literature Can Tell Us (#6)This year 2005 report describes a review of literature pertaining to the inclusion of English learners with disabilities in states' large-scale assessment programs. It describes their participation in statewide testing for accountability purposes and reviews other literature pertaining to this population.
Published: June 2005
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 English Language Learners (ELLs) with Disabilities Reports: Graduation Exam Participation and Performance (1999-2000) of English Language Learners with Disabilities (#2)This year 2005 report examines the participation and performance of English learners with disabilities on the Minnesota Basic Standards Test, used for graduation, in 1999-2000. The report presents results for this subgroup in reading and math in the initial test administration in grade 8.
Published: May 2005
NCEO English Language Learners (ELLs) with Disabilities Reports: Beyond Subgroup Reporting - English Language Learners with Disabilities in 2002-2003 Online State Assessment Reports (#10)This year 2005 report describes the extent that states report participation and performance data for English learners with disabilities for state administered tests in 2002-2003 public assessment reports.
Published: January 2005
NCEO Out-of-Level Testing Project Reports: Educators' Opinions About Out-of-Level Testing: Moving Beyond Perceptions (#15)This year 2004 report documents the pro and con arguments given on out-of-level testing using a survey with teachers and administrators. The report describes their perceptions and opinions about the use of out-of-level testing for students with disabilities in large-scale assessment programs used for accountability purposes.
Published: September 2004- NCEO Out-of-Level Testing Project Reports: Understanding Out-of-Level Testing in Local Schools: A Second Case Study of Policy Implementation and Effects (#12)
This year 2004 report presents findings of a second case study research project conducted to describe specific effects of testing students with disabilities out-of-level as well as teachers' and students' perceptions of these effects.
Published: September 2004 
NCEO English Language Learners (ELLs) with Disabilities Reports: 1999-2000 Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-based Assessments (#1)This year 2004 report examines the participation and performance of English learners with disabilities on the 1999-2000 Minnesota Comprehensive Assessments, in grades 3 and 5. Results are analyzed by language group (Hmong, Somali, and Spanish) and by disability category.
Published: June 2004
NCEO English Language Learners (ELLs) with Disabilities Reports: 2000-2001 Participation and Performance of English Language Learners with Disabilities on Minnesota Standards-based Assessments (#4)This year 2004 report analyzes the performance of English learners with disabilities on the Minnesota Comprehensive Assessments in grades 3 and 5, which were used to track progress toward high academic content standards.
Published: June 2004- Standards and AccountabilityFormats: Online
This page provides an overview on standards and accountability.
Published: 2021-02-01 - 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 Reports: Two Pieces of a Puzzle: The 95% Participation Requirement in State Plans and States’ Opt-out Policies (#443)
This report presents the findings of an analysis of states’ Elementary and Secondary Education Act (ESEA) Consolidated State Plans in regards to the 95% participation requirement. Since state-level assessment opt-out policies may impact participation rates, this report also provides an overview of how states’ policies addressed opt-out.
Published: June 2024 - 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 - 1% Toolkit: Developing an Assessment Participation Action Plan: A Tool for District Leaders (NCEO Tool #14)
The purpose of this resource is to provide a tool for districts that wish to improve student assessment participation. The tool provides guidance on how district leaders can develop an assessment participation action plan and describes a series of steps that support the development of the action plan. States may customize the tool as needed to meet their needs. This resource was developed through a collaborative process with the 49 states participating in NCEO’s 1% Cap Community of Practice (CoP) during its bi-weekly webinar calls in 2021 and 2022.
Published: April 2023 - 1% Toolkit: Developing an Assessment Participation Action Plan: A Tool for State Leaders (NCEO Tool #13)
The purpose of this resource is to provide a tool for states that wish to improve student assessment participation. The tool provides guidance on how state leaders can develop an assessment participation action plan and describes a series of steps that support the development of the action plan. States may customize the tool as needed to meet their needs. This resource was developed through a collaborative process with the 49 states participating in NCEO’s 1% Cap Community of Practice (CoP) during its bi-weekly webinar calls in 2021 and 2022.
Published: April 2023 - NCEO Reports: A Summary of the Research on the Effects of K–12 Test Accommodations: 2020 (#436)
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 2020. During 2020, 11 research studies addressed testing accommodations in the U.S. K–12 education system. The research also highlights important emerging issues including the role of technology in facilitating accessibility for students with disabilities through built-in accommodations and in considering needed practices for applying technologies.
Published: September 2022 - NCEO Reports: The Formative Assessment Practices Landscape for Students with Disabilities: An Analysis of State Definitions and Practices, 2021 (#435)
This report outlines the approaches that state education agencies (SEAs) have taken in defining and using formative assessment practices, including practices to explicitly support students with disabilities. At the state level, there have been efforts to develop or adopt formal definitions of formative assessment practices that guide how these practices are used in instruction. Given the different approaches and definitions that might exist for formative assessment practices, this report aims to describe how states are communicating and supporting these practices with their districts and schools.
Published: May 2022 - 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 Reports: An Updated State Guide to Universally Designed Assessments (#431)
This Guide is an update to the State Guide to Universally Designed Assessments that was originally published by NCEO in 2006. It provides a brief overview of what a universally designed assessment is, followed by a set of steps for states to consider when designing and developing, or revising, their summative assessments. The focus of this Guide is states’ summative assessments—general content assessments of reading/language arts, mathematics, science, and other content areas; alternate assessments based on alternate academic achievement standards (AA-AAAS); English language proficiency (ELP) assessments; and alternate-ELP assessments.
Published: February 2022 - A Framework for Making Decisions about Participation in a State’s Alternate ELP Assessment (NCEO Report 426)
This report provides information on how to identify which English learners who may have a most significant cognitive disability are eligible to take an alternate English language proficiency (alt-ELP) assessment. It does so by summarizing federal assessment requirements for English learners with the most significant cognitive disabilities, describing characteristics of students in this population, offering a framework for identifying students who are eligible to participate in the alt-ELP assessment, and incorporating a list of recommended resources for more information.
Published: 10/28/2021