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  • Accommodations Toolkit: Multiple Days: Research
    Formats: Online

    This fact sheet on testing over multiple days is part of the Accommodations Toolkit published by the National Center on Educational Outcomes (NCEO). It summarizes information and research findings on the use of testing over multiple days as an assessment accessibility feature or accommodation. 

     

    Published: 8/31/2021
  • NCEO Brief: Interim Assessment Practices for Students with Disabilities (#22)
    Formats: PDF, Online

    This Brief contains a scan of the interim assessment landscape, and is focused on the availability of documentation supporting the appropriateness of these assessments for students with disabilities. The purpose of this Brief is to advise the development of guidance that facilitates improved practices related to the use of interim assessments for students with disabilities.

    Published: April 2021
  • NCEO Brief: Getting Ready for the 2021-22 School Year: Frequently Asked Questions (FAQs) About Testing Children with Disabilities (#26)
    Formats: PDF, Online

    As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.

    Published: August 2021
  • NCEO Synthesis Reports: A Disability Perspective on Five Years of Education Reform (#22)
    Formats: Online

    This report provides a summary of policy trends of the five years preceding 1995, viewed through a lens focusing on the implications of policy shifts for the educational outcomes of students with disabilities.

    Published: December 1995
  • NCEO APR Snapshot Briefs: State Assessment Participation and Performance of Students Receiving Special Education Services (#22)
    Formats: Online

    This report provides a snapshot of 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 for the 2017-18 school year, we present information on participation and performance in reading and mathematics statewide assessments administered to students in grades 3-8 and high school. Grade 8 data are highlighted in this snapshot report.

    Published: February 2021
  • NCEO Minnesota Assessment Project Reports: Feasibility and Practicality of a Decision Making Tool for Standards Testing of Students with Limited English Proficiency (#22)
    Formats: Online

    This year 1999 report describes a decision-making tool to provide educators of English learner and bilingual students with the most current participation and test accommodation guidelines for informed decisions. The report describes the tool and reports on the results of a study examining the tool's feasibility.

    Published: December 1999
  • NCEO Technical Reports: Desired Characteristics for State and School District Educational Accontability Reports (#22)
    Formats: PDF

    This year 1998 report presents findings of a study conducted to identify stakeholders' views of desirable characteristics of reports on student performance for all students, including students with disabilities. It investigates the extent to which these characteristics were evident in a diverse sample of seven states' accountability reports, and provides guidelines for desirable characteristics in reporting that state department personnel can use to improve accountability reports. The report presents descriptive findings and recommendations to states.

    Published: November 1998
  • NCEO Reports: 2021-22 Participation Guidelines and Definitions for Alternate Assessments Based on Alternate Academic Achievement Standards (#440)
    Formats: PDF, Online

    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 English Language Learners (ELLs) with Disabilities Reports: Middle School Principals' Perspectives on Academic Standards-Based Instruction and Programming for English Language Learners with Disabilities (#22)
    Formats: Online, PDF

    A report from a study following up on the findings of earlier NCEO research on instructional services and leadership for English language learners (ELLs) with disabilities. This study looked at a group of principals of middle schools making adequate yearly progress with ELLS and students with disabilities, and addressed three issues: (1) services and programs offered for ELLs with disabilities, (2) sources of instructional strategy information specific to ELLs with disabilities, and (3) the principal's role in supporting teachers' use of instructional strategies for ELLs with disabilities.

    Published: September 2008
  • NCEO Policy Directions: Successfully Transitioning from the AA-MAS to the General Assessment (#22)
    Formats: Online, PDF

    A report exploring how federal policy initiatives such as the flexibility waivers for accountability are requiring that states transition away from the use of an alternate assessment based on modified achievement standards (AA-MAS). It is expected that those students who had participated in that assessment will instead participate in the state's general assessment (or a Race-to-the-Top consortium assessment if the state belongs to one). It is important that this transition be successful. Much has been learned through the development of the AA-MAS and its implementation. These lessons learned form the basis for ensuring the successful transition from the AA-MAS to the general assessment. Indeed, the lessons learned from the AA-MAS provide important information for all states as they strive to ensure that their general assessments are appropriate for a broad range of students. This Policy Directions offers suggestions for strategies to move the students currently participating in the AA-MAS to the general assessment.

    Published: February 2014
  • NCEO Minnesota Assessment Project Reports: Input from the Field on Assessing Students with Disabilities in Minnesota's Basic Standards Exams (#1)
    Formats: Online

    This year 1996 report summarizes survey data from 22 Minnesota school districts on the implementation of the Minnesota Basic Standards Tests, focusing on the participation and accommodation of students with disabilities.

    Published: August 1996
  • NCEO Minnesota Assessment Project Reports: Input from the Field on Assessing Students with Limited English Proficiency in Minnesota's Basic Requirements Exams (#2)
    Formats: Online

    This year 1996 report summarizes survey data from 22 Minnesota school districts addressing the implementation of the Basic Standards Tests, focusing on the participation and accommodation of English learners.

    Published: August 1996
  • NCEO Newsletter: October 2021 issue
    Formats: Online

    This issue highlights the news of NCEO’s continued funding. Also announced is NCEO’s new website. It is easier to navigate and very user-friendly. Featured is NCEO’s new accommodations toolkit which provides easy to use research summaries and policy analyses for select accommodations. This issue also summarizes a report on the 95% state assessment participation requirement, and provides an overview of a brief that contains frequently asked questions (FAQs) on testing children with disabilities during the 2021-22 school year. 

    Published: 10/6/2021
  • NCEO Synthesis Reports: Educating Struggling Learners: Reflections on Lessons Learned about Curriculum, Instruction, and Assessment (#86)
    Formats: Online, PDF

    A report presenting a first-person account of someone on the front lines of school reform, specifically focusing on inclusive assessment practices as they influence curriculum, instruction, and assessment at the local and state levels. The author, Valerie Kurizaki, works within the Hawai'i State Department of Education to ensure systemic standards implementation that supports all students, especially struggling learners. Her story suggests many themes that are similar to those in districts around the country where systematic reform has improved outcomes for all students, including students with disabilities.

    Published: December 2011
  • Forum on Implementing Accessibility Frameworks for ALL Students
    Formats: PDF

    Sixty individuals representing staff from state departments of education, school districts, other countries, testing and testing-related companies, and other educational organizations participated in a forum on June 22, 2015 in San Diego, California, to discuss implementing accessibility frameworks for all students, including students in general education, students who are English language learners (ELLs), and students with Individualized Education Programs (IEPs) or 504 plans. The forum was a pre-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), and was a collaboration of the Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS) and the National Center on Educational Outcomes (NCEO). Although this report summarizes the introductory information provided to forum participants, its main purpose is to describe the panel presentations and the facilitated forum discussions.

    Published: October 2015
  • NCEO Synthesis Reports: Access Assistants for State Assessments: A Study of State Guidelines for Scribes, Readers, and Sign Language Interpreters (#58)
    Formats: Online, PDF

    This year 2005 report describes a national study on state guidelines provided for human access assistants that help students who use either a scribe, reader or sign language interpreter accommodation on state assessments. Overall, 22 states had guidelines for one or more of the three access assistants that were the focus of the study. Variations across state guidelines extended from breadth and depth to format and ease of access. Further, 14 states with guidelines also had described the qualifications or characteristics required of these access assistants. The report concludes with a description of several challenges to the development of state guidelines for access assistants, and recommendations for meeting those challenges.

    Published: December 2005
  • NCEO Technical Reports: An Evaluation of the Extent to Which Teachers Used the "IEP Quality Tutorial-South Dakota" After Training (#63)
    Formats: Online, PDF

    A report discussing the use of the "IEP Quality Tutorial-South Dakota (IEPQ-SD)." During the 2010-2011 school year, the state of South Dakota piloted an online program called the "IEP Quality Tutorial-South Dakota (IEPQ-SD)". IEPQ-SD was designed to support the implementation of standards-based IEPs in schools throughout the state. Forty-nine educators in South Dakota participated in training on the IEPQ-SD tool, and they were then given access to the tool so that they could use it in their work with IEPs. This report presents the results of an evaluation of the extent to which teachers used IEPQ-SD after training, and their reactions to it. Interviews were conducted with five of the training participants approximately six months after the training session to learn about educator perceptions of the training, how their work with IEPs has been affected by the training, and how student experiences have been affected by the training. They were also asked what the educators liked about the training and what could be improved for future trainings, and if and how participants thought the IEPQ-SD tool should be rolled out to other educators in South Dakota.

    Published: April 2012