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Download full textLazarus, Sheryl S.; Hayes, Susan A.; Nagle, Kate; Liu, Kristin K.; Thurlow, Martha L.; Dosedel, Michael; Quanbeck, Mari; Olson, Rachel – National Center on Educational Outcomes, 2021
This report presents the findings of an analysis of states' FFY 2018 State Systemic Improvement Plans (SSIPs), submitted to the U.S. Department of Education's Office of Special Education Programs (OSEP) in April 2020. It specifically addresses how assessments were included in states' State-Identified Measurable Results (SIMRs). For states with…
Descriptors: State Programs, Statewide Planning, Educational Improvement, Strategic Planning
Thurlow, Martha L.; Test, David W.; Rogers, Christopher M.; Klare, Matthew; Lazarus, Sheryl S. – National Center on Educational Outcomes, 2019
The purpose of this report is to summarize the status of state-defined alternate diplomas in the 50 U.S. states three years after the Elementary and Secondary Education Act (ESSA) indicated that states could develop these diplomas and use them in accountability calculations. To count this diploma in a graduation measure for accountability, several…
Descriptors: High School Equivalency Programs, Students with Disabilities, Elementary Secondary Education, Educational Legislation
Thurlow, Martha L.; Albus, Deb A.; Lazarus, Sheryl S. – National Center on Educational Outcomes, 2017
The 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), as well as the Individuals with Disabilities Education Act (IDEA), continues to require states to disaggregate participation and performance data at the state level for all students and student subgroups. This report presents information on publicly reported…
Descriptors: Disabilities, Elementary Secondary Education, Kindergarten, Accountability
Lazarus, Sheryl S.; Edwards, Lynn M.; Thurlow, Martha L.; Hodgson, Jennifer R. – National Center on Educational Outcomes, 2014
All states have alternate assessments based on alternate achievement standards (AA-AAS) for students with the most significant cognitive disabilities. For accountability purposes, the Elementary and Secondary Education Act (ESEA) allows up to 1% of students to be counted as proficient with this assessment option. In 2011 the U.S. Department of…
Descriptors: Alternative Assessment, Academic Standards, Academic Achievement, Academic Accommodations (Disabilities)
Liu, Kristin K.; Goldstone, Linda; Thurlow, Martha L.; Ward, Jenna; Hatten, James; Christensen, Laurene L. – National Center on Educational Outcomes, 2013
English language learners (ELLs) with disabilities are an increasing presence in schools in the United States. Title I and Title III of the Elementary and Secondary Education Act require that these students meet the same academic grade-level standards and participate in content assessments as their fluent-English speaking peers without…
Descriptors: English Language Learners, Disabilities, State Standards, Standardized Tests
Albus, Deb; Thurlow, Martha L.; Lazarus, Sheryl S. – National Center on Educational Outcomes, University of Minnesota, 2011
This report examines publicly reported participation and performance data for the alternate assessment based on modified achievement standards (AA-MAS). The authors' analysis of these data included all states publicly reporting AA-MAS data, regardless of whether they had received approval to use the results for Title I accountability calculations.…
Descriptors: Alternative Assessment, Accountability, Academic Standards, Statistical Analysis
Lazarus, Sheryl S.; Hodgson, Jennifer R.; Price, Lynn M.; Thurlow, Martha L. – National Center on Educational Outcomes, 2011
Federal legislation requires that all students participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the Alternate Assessment based on Alternate Achievement Standards (AA-AAS). A few…
Descriptors: Alternative Assessment, Guidelines, State Policy, Academic Achievement
Direct linkLazarus, Sheryl S.; Cormier, Damien C.; Thurlow, Martha L. – Remedial and Special Education, 2011
The characteristics of a state's accommodations policy may affect a state's decision about whether to develop an alternate assessment based on modified achievement standards (AA-MAS). A very restrictive accommodations policy may make it more difficult for some students to participate in the state's regular assessment used for accountability…
Descriptors: Alternative Assessment, Discriminant Analysis, Academic Accommodations (Disabilities), Testing Accommodations
Price, Lynn M.; Hodgson, Jennifer R.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2011
All students, including students with disabilities, participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the alternate assessment based on alternate achievement standards (AA-AAS). A…
Descriptors: Test Format, Individualized Education Programs, Eligibility, Alternative Assessment
Christensen, Laurene L.; Albus, Debra A.; Liu, Kristin K.; Thurlow, Martha L.; Kincaid, Aleksis – National Center on Educational Outcomes, 2013
English language learners (ELLs) with disabilities are required to participate in all state and district assessments similar to their peers without disabilities. This includes assessments used for the Elementary and Secondary Education Act (ESEA) Title I accountability purposes for demonstrating proficiency in academic content, assessments used…
Descriptors: English Language Learners, State Policy, Disabilities, Student Participation
Lazarus, Sheryl S.; Hodgson, Jennifer; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2010
All students, including students with disabilities, must be included in state accountability systems as required by law. In April 2007, federal regulations provided states the flexibility to offer another assessment option--an Alternate Assessment based on Modified Achievement Standards (AA-MAS) for some students with disabilities. The AA-MAS is…
Descriptors: Educational Objectives, Alternative Assessment, Outcomes of Education, Disabilities
Wiley, Hilda Ives; Thurlow, Martha L.; Klein, Jean A. – National Center on Educational Outcomes, 2005
This report is the seventh analysis of state reports conducted by the National Center on Educational Outcomes (NCEO) to examine the extent to which states publicly report information about students with disabilities in statewide assessments. Descriptions of statewide testing systems are presented and examined as to whether these systems included…
Descriptors: Outcomes of Education, Educational Objectives, Disabilities, Federal Legislation
State-Level Accountability for the Performance of Students with Disabilities: Five Years of Change?.
Peer reviewedElliott, Judy L.; Erickson, Ron N.; Thurlow, Martha L.; Shriner, Jim G. – Journal of Special Education, 2000
This study indicates dramatic increases in the number of states using data from students with disabilities on school participation, exit, and achievement in their accountability systems and in the number of states with guidelines on the use of assessment accommodations. States seem to have changed little in knowledge about student participation…
Descriptors: Academic Achievement, Accountability, Data Collection, Disabilities
Anderson, Michael E.; Minnema, Jane E.; Thurlow, Martha L.; Hall-Lande, Jennifer – National Center on Educational Outcomes, 2005
This report examines this state-level knowledge base to determine the challenges that state educational agencies face when including English language learners with disabilities in statewide assessments and the solutions they have identified. To do this telephone interviews were conducted with state department personnel in the areas of assessment,…
Descriptors: Federal Legislation, Second Language Learning, Disabilities, English (Second Language)
Thurlow, Martha L.; Nelson, J. Ruth; Teelucksingh, Ellen; Ysseldyke, James E. – 2000
This report is the third analysis of state reports conducted by the National Center on Educational Outcomes to determine what types of information are provided on students with disabilities in state education reports. For this analysis, 170 reports were collected between March 1999 and August 1999 from state accountability offices and state…
Descriptors: Accountability, Compliance (Legal), Disabilities, Educational Assessment
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