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Download full textLazarus, Sheryl S.; Hayes, Susan A.; Howe, Carla; D'Agord, Cesar; Liu, Kristin K.; Hawes, Maureen E.; Thurlow, Martha L. – National Center on Educational Outcomes, 2018
The U.S. Department of Education's Office of Special Education Programs (OSEP) implemented Results Driven Accountability (RDA) in 2014 to help improve the educational outcomes of students with disabilities. As part of RDA, states were required to develop a State Systemic Improvement Plan (SSIP), which is a comprehensive, multi-year plan designed…
Descriptors: Accountability, Outcomes of Education, Disabilities, School Districts
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
Peer reviewed
Direct linkThurlow, Martha L.; Quenemoen, Rachel F.; Albus, Debra – Journal of Special Education Leadership, 2013
The requirement that individualized education program (IEP) teams make decisions about the participation of students with disabilities in general or alternate state- and district-wide assessments is nearly two decades old. The decisions that must be made have become more complicated with the
addition, in some states, of alternate assessments based…
Descriptors: Individualized Education Programs, Disabilities, Alternative Assessment, Decision Making
Hodgson, Jennifer R.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2011
Teachers play an important role in making decisions about students' accommodations for instruction and assessment. Although teachers are a significant part of the decision-making process, "gaps" in teachers' accommodations knowledge are well documented. Some of these gaps may be due to challenges in providing teacher professional…
Descriptors: Outcomes of Education, Internet, Faculty Development, Testing Accommodations
Shyyan, Vitaliy; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, 2015
This report summarizes the fourteenth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for the 50 regular states and eight of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues…
Descriptors: Disabilities, Alternative Assessment, State Surveys, Academic Standards
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
Thurlow, Martha L.; Bremer, Chris; Albus, Deb – National Center on Educational Outcomes, University of Minnesota, 2011
This is the thirteenth annual report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices of assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) required states to disaggregate performance data at the state and district…
Descriptors: Elementary Secondary Education, Disabilities, Data Analysis, Accountability
Bremer, Chris; Albus, Debra; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2011
This is the twelfth annual report by the National Center on Educational Outcomes (NCEO) analyzing public reporting of disaggregated assessment data for elementary and secondary students with disabilities in the United States. Reporting disaggregated performance data at the state and district level to the public is required of states by the…
Descriptors: Elementary Secondary Education, Alternative Assessment, Outcomes of Education, Disabilities
Thurlow, Martha L.; Quenemoen, Rachel F.; Lazarus, Sheryl S.; Moen, Ross E.; Johnstone, Christopher J.; Liu, Kristi K.; Christensen, Laurene L.; Albus, Debra A.; Altman, Jason – National Center on Educational Outcomes, University of Minnesota, 2008
Building on research and practice, the National Center on Educational Outcomes (NCEO) has revisited and updated its 2001 document that identified principles and characteristics that underlie inclusive assessment and accountability systems. This report on a principled approach to accountability assessments for students with disabilities reflects…
Descriptors: Educational Assessment, Outcomes of Education, Accountability, Student Evaluation
Lazarus, Sheryl S.; Thurlow, Martha L.; Lail, Kathryn E.; Christensen, Laurene – Journal of Special Education, 2009
State accommodations policies affect the way that students with disabilities are included in large-scale assessments. This article uses information collected by the National Center on Educational Outcomes to analyze how accommodations policies changed between 1993 and 2005. Throughout the 1990s, state accommodations policies often sought to level…
Descriptors: Educational Objectives, Outcomes of Education, Disabilities, Longitudinal Studies
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
Thurlow, Martha L.; Vang, Miong; Cormier, Damien – National Center on Educational Outcomes, University of Minnesota, 2010
The purpose of this study was to examine the alternative routes to passing the high school exit exam that were available during the school year 2008-09 to students to earn a standard high school diploma. The authors examined alternative routes in the 26 states with active or soon to be active exit exams. They documented the alternative routes…
Descriptors: High Schools, Secondary Education, Graduation Requirements, Graduation Rate
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
Rieke, Rebekah L.; Lazarus, Sheryl S.; Thurlow, Martha L.; Dominguez, Lauren M. – National Center on Educational Outcomes, 2013
This report summarizes the thirteenth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for 49 states and 6 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this…
Descriptors: State Surveys, Success, Barriers, Performance Factors
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
