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Educational Policy Reform Research Institute Reports: Topical Review Three: Reporting on the State Assessment Performance of Students with Disabilities (#3)Formats: PDFThe purpose of this year 2001 topical review is to provide a comprehensive account of reporting the performance of students with disabilities on state assessments.
Published: December 2001
NCEO Synthesis Reports: Large-Scale Assessment and Accountability Systems: Positive Consequences for Students with Disabilities (#51)This 2004 report examines both empirical and anecdotal evidence for positive consequences of large-scale high-stakes assessments for students with disabilities. The analysis uses multiple methodologies to gather data on positive consequences: a qualitative media survey, an environmental scan of State Special Education Directors, a focus group, and a national survey on state assessment practices. Primary findings show these positive consequences for students with disabilities found consistently across all methodologies: increased participation of students with disabilities in testing programs, higher expectations and standards, improved instruction, and improved performance. Secondary findings found in fewer sources are as follows: improved assessments, improved diploma options, decreased dropout rates, and increased collaboration and communication between parents and special education and general education teachers. The authors discuss the limitations of the study, and address it as a starting point for further research. Overall, the findings suggest that large-scale high stakes assessments can have intended and unintended positive consequences for students with disabilities.
Published: May 2004- NCEO Reports: 2018-19 Publicly Reported Assessment Results for Students with Disabilities and English Learners with Disabilities (#428)
This is the 22nd report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2018–19 assessment data for students with disabilities “to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,” as required by the Individuals with Disabilities Education Act (IDEA). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English learners (ELs) with disabilities and examines public reporting of accommodations.
Published: December 2021 - NCEO Reports: 2017-18 Publicly Reported Assessment Results for Students with Disabilities and English Learners with Disabilities (#419)
This is the 21st report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2017–18 assessment data for students with disabilities “to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,” as required by the Individuals with Disabilities Education Act (IDEA). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.
Published: December 2020 
NCEO Reports: 2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities (#411)This is the 20th report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2016-17 assessment data for students with disabilities “to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,” as required by the Individuals with Disabilities Education Act (IDEA). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.
Published: October 2019
Voices From the Field: Making State Assessment Decisions for English Language Learners With DisabilitiesFormats: PDFA report describing an activity undertaken by the Improving the Validity of Assessment Results for ELLs with Disabilities (IVARED) project, which is a consortium of the five states of Arizona, Maine, Michigan, Minnesota, and Washington, led by Minnesota. In collaboration with the National Center on Educational Outcomes, these states sought to understand ways to make state accountability assessments more valid and reliable for English language learners (ELLs) with disabilities. This report describes how IVARED tried to better understand the current assessment and accommodation decision-making process, test score use practices, and issues and challenges educators face in making appropriate decisions for ELLs with disabilities. Online focus groups were conducted in each of the five states with a total of 232 school, district, and state practitioners who had expertise in working with this population of students.
Published: 2013- Assessment SSIPs/SIMRs State Policies WebpageFormats: Online
This page includes links to state policies for Assessment State Systemic Improvement Plans (SSIPs)/State Identified Measurable Result (SIMRs).
Published: 2021 - Strategies for Meeting Requirements for Alternate Assessments and WIOAFormats: PDF
This presentation discussed strategies for meeting requirements for alternate assessments and WIOA. It was presented at the 2019 Office of Special Education Programs’ Leadership Conference.
Published: 2019-07-22 - School Leader Series: Supporting the Inclusion of Students with Disabilities in Assessment (School Leader Series Brief #1)
This resource is designed to provide guidance to school leaders about supporting the inclusion of students with disabilities in state and district content assessments. Developed in collaboration with CCSSO, the Assessment, Standards, and Education for Students with Disabilities (ASES) and School Leadership Development and Supports (SLDS) state collaboratives made important contributions to this document. This resource highlights what school leaders can do to ensure all students with disabilities are instructed in academic content for their enrolled grade and participate in state and district content assessments. It also gives talking points for school leaders to use when addressing key stakeholders on the topic.
Published: 9/28/2021 
NCEO Data Analytics: State Assessment Participation and Performance of Students with IEPs, 2016-2017 (#10)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 2016-17 school year, the researchers present information on participation and performance in reading and mathematics statewide assessments. This report includes state profiles for students with disabilities’ participation rates and performance.
Published: December 2019
NCEO APR Snapshot Briefs: 2014-2015 APR Snapshot #14: Assessment Accommodations Use by Students Receiving Special Education Services (#14)Formats: OnlineThis report provides information on the number of students with disabilities using accommodations and the performance of these students on the general statewide assessment used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2014-2015 school year, we present information on accommodations for reading and mathematics statewide assessments administered to grade 8 students (and grade 4 to show a comparison to grade 8 data).
Published: July 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 APR Snapshot Briefs: 2013-2014 APR Snapshot #11: Assessment Accommodations Use by Students Receiving Special Education Services (#11)Formats: Online
This report provides information on the number of students with disabilities using accommodations and the performance of these students on the general statewide assessment used for Elementary and Secondary Education Act (ESEA) accountability. Using federally submitted data from the 2013-2014 school year, we present information on accommodations for reading and mathematics statewide assessments administered to grade 8 students (and grade 4 to show a comparison to grade 8 data).
Published: September 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 APR Snapshot Briefs: 2011-2012 APR Snapshot #8: Assessment Accommodations Use by Students Receiving Special Education Services (#8)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 2011-2012 school year, we present information on accommodations for reading and mathematics statewide assessments administered to grade 8 students (and grade 4 to show a comparison to grade 8 data).
Published: May 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 Data Analytics: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (#2)Formats: OnlineAn interactive, online brief analyzing public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This interactive brief is based on NCEO Technical Report 70: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities
. The purpose of this study was to analyze whether states report data for students with disabilities "to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children," as required by the Individuals with Disabilities Education Act (IDEA).Published: August 2015
NCEO Brief: Understanding Subgroups in Common State Assessments: Special Education Students and ELLs (#4)A brief -- the fourth in a series for the Race to the Top Assessment Consortia -- presenting information on the characteristics of special education students, English Language Learners (ELLs), and ELLs with disabilities. It highlights the variability in these populations, variability that is multiplied when states are grouped in the Consortia. The brief provides several recommendations for the Consortia to help ensure that they understand the characteristics and variability that exist in their member states. These characteristics and variability should influence their assessment design choices, which in turn will support the validity of the assessment system for all subgroups.
Published: July 2011
Improving Accommodations Outcomes: Monitoring Instructional and Assessment Accommodations for Students with DisabilitiesFormats: PDFA document presenting a five-step process for schools, districts, and states to use in monitoring accommodations for instruction and assessment. It was designed to be a companion to the "Council of Chief State School Officers' Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities" (2005), which applies to students with disabilities who participate in large-scale assessments and the instruction they receive. Each step provides monitoring questions to ask, current examples from states, samples of forms that might be used, a checklist for evaluating a state's activities for each step, and space for action planning and questions. Appendices contain a glossary of terms related to monitoring and sample forms that can be adapted for use.
Published: 2009
NCEO Policy Directions: Rethinking Basic Assumptions of Test Development - Assessment Frameworks for Inclusive Accountability Tests (#17)This year 2003 report discusses how to incorporate new assumptions about teaching and learning coming out of standards-based reform so that assessments can both meet the requirements of NCLB accountability and give better information about performance of students in prescribed content. This includes compatible classroom diagnostic assessments and clarification and articulation of content standards.
Published: November 2003