Some students are less accurately measured by typical reading tests than other students. By asking teachers to identify students whose performance on state reading tests would likely underestimate their reading skills, this study sought to learn about characteristics of less accurately measured students while also evaluating how well teachers can…

This is the fourteenth report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices for assessment data for students with disabilities in K-12 schools in the United States. This report includes information about both the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education,…

This report discusses the outcomes of a survey that questioned states about their development of alternate assessments for students with disabilities who cannot participate, even with accommodations, in state or district-wide assessment programs. In the survey, states were asked about a variety of developmental features of their alternate…

This report reviews the historical development of out-of-level testing, from its inception in Title I evaluation work during the 1960s, to the present day when the widespread use of assessments or district and school accountability has been combined with requirements for including all students in assessments. This report examines the historical…

Two focus groups of test and measurement experts were held to explore the use of out-of-level testing for students with disabilities. The participants (n=17) included state and federal level assessment personnel, test company employees, and university professors. A content analysis of the narrative results indicated that there was no clear…

This report describes how assessments are scored and results are reported in the inclusive assessment and accountability systems in Maryland and Kentucky. Specific topics include: (1) how school performance is reported to the public; (2) what components go into the reported performance of schools; (3) how scores are obtained for students in the…

Accountability systems that provide rewards, sanctions, or assistance to schools based on student achievement outcomes are currently being developed and implemented in nearly every state. The purpose of this study was to identify and describe these systems, as well as to determine the degree to which publicly available documents clearly articulate…

This report describes and compares the inclusive assessment and accountability systems of Maryland and Kentucky, with a focus on components, scoring methods, reporting practices, data use, participation of students with disabilities, testing accommodations, and implementation considerations (including cost and training issues). Maryland and…

The results of a survey of 14 Minnesota school districts on the participation of students with disabilities in the Basic Standards Exams are examined in this report. Findings indicate that all 14 districts had at least 50 percent of all eligible students with disabilities participate in the April 1996 testing cycle. Ten districts indicated they…

This report discusses the results of two surveys that investigated the participation of students with limited English proficiency (LEP) in Minnesota's Basic Requirements Exams. In the first survey, 13 school districts answered questions about the participation of students with LEP in Minnesota's Basic Standards Tests. Ten of the districts reported…

This report presents the results of a survey of state directors of special education from the 50 regular states and 6 unique states, which examined several aspects of state-level educational accountability systems and their inclusion of students with disabilities. Specific sections address: students with disabilities and standards-based reform;…

This report discusses the findings of a survey of the 50 states that investigated how state graduation requirements apply to students with limited English proficiency (LEP) and whether students with LEP receive a standard diploma upon completion of their studies or some type of modified exit document. Results found a minimum graduation requirement…

In order to investigate the types of testing accommodations allowed for students with Limited English Proficiency (LEP) on exams used to determine whether a student earns a diploma, a study examined 18 states' written accommodations guidelines and testing policies. Each of the 18 states studied used a different test for its graduation…

This report describes the findings of 10 focus group meetings that discussed issues related to the performance of students with Limited English Proficiency (LEP) on Minnesota's Basic Standards Exams. Ten groups were formed, with one group of parents and one of students representing each of the following language communities: Cambodian, Hmong, Lao,…

A study investigated the kinds of instructional and assessment accommodations received by 280 students with disabilities and the extent to which instructional accommodations match assessment accommodations. Most students who had Individualized Education Programs in specific content areas received instructional accommodations in those areas.…