New accountability requirements contain provisions that mandate the participation of students with disabilities in large-scale assessments and the public reporting of these students' performance along with other important educational outcomes. Discusses the technical, legal, and practical challenges to implementing the new accountability mandates.…

This study examined the extent to which students with disabilities are included in accountability systems in states in which there are high stakes for educational systems. Conducted through a World Wide Web search of states' education Web sites and direct links to their Web sites, the study examined the indicators on which states collect…

Addresses issues in the inclusion of students with disabilities in educational assessments. Distinguishes between accountability and assessment and describes a framework of educational accountability with domains, indicators, and sources of information. Also considered are alternative assessments and accommodations and public reporting on the…

This report summarizes the eighth survey of state directors of special education by the National Center on Educational Outcomes at the University of Minnesota. Results include all 50 states and the Bureau of Indian Affairs, American Samoa, and Palau. State directors report increased participation rates of students with disabilities in state…

This report on state and district educational assessment programs suggests that, rather than being a threat, these assessments can be an important avenue to equity and excellence for English language learners with disabilities. It begins by examining some of the original ideas behind standards-based education, such as how current federal…

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.…

This fourth annual study reports on state practices in 1999-2000 concerning reporting on the participation and performance of students with disabilities in statewide assessments. Unlike previous reports, the unit of analysis was the state assessments rather than all publicly available print reports. The report describes the assessment systems used…

State assessment systems must address both technical and policy issues as assessments and accountability practices are developed and implemented. These technical and policy issues have been expanded from traditional large-scale assessment to new alternative assessment approaches required by law and developed in every state. The primary purpose of…

This report uses a question-and-answer format to address questions raised by parents, educators, and community members concerning accountability and inclusion of students with disabilities in educational assessment programs. The philosophy underlying the inclusion of all students in educational accountability systems is based on three assumptions:…

Alternate assessments provide a mechanism for students with complex disabilities to be included in assessment systems. An integral part of maximizing the benefits of assessing students is to include the results of alternate assessments in school accountability systems. This report addresses policy options for including the results of alternate…

This report discusses the findings of a study that examined what states know about several aspects of accountability for students with disabilities at the district level. As part of an annual survey of states conducted by the National Center on Educational Outcomes, state directors of special education from all 50 states answered questions on…

This paper discusses students with disabilities who do not fit into large-scale traditional assessment systems, seeks to clarify what is meant by "gray areas of assessment," delineates the primary issues that surround and contribute to gray areas, and provides suggestions for developing fully inclusive systems. It provides brief case studies of…

This report is designed to assist states and districts as they consider the issues surrounding the use of non-approved testing accommodations for students with disabilities, including changes in test setting, timing, scheduling, presentation, or response. Recommendations are provided for ways to use and report data from assessments taken with…

Out-of-level testing in state and district assessments is becoming more popular under the reauthorized Individuals with Disabilities Education Act. This practice (and use of different norm-referenced tests) confounds interdistrict comparisons and contributes to inequitable assessment practices. Proper scaling can remedy this situation. (MLH)

This review identifies options for developing alternate assessments for students with disabilities who are unable to participate in the general district and state assessments used for accountability purposes. It notes that students with disabilities are often excluded from these educational assessments used for accountability and urges development…