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Download full textKatanyoutanant, Tiffany; Kwon, Sylvia; McNeilly, Markie; Hemberg, Bryan; Thurlow, Martha L.; Lazarus, Sheryl S.; Hinkle, Andrew R.; Liu, Kristin K. – National Center on Educational Outcomes, 2021
Federal regulations require that all students in specified elementary, middle, and high school grade ranges participate in state assessments used for accountability. The Individuals with Disabilities Education Act (IDEA) requires that all children with disabilities are included in all general state and districtwide assessment programs with…
Descriptors: Federal Regulation, Educational Legislation, Federal Legislation, Equal Education
Hinkle, Andrew R.; Thurlow, Martha L.; Lazarus, Sheryl S.; Strunk, Kathy – National Center on Educational Outcomes, 2022
This report presents the findings of a survey of states that examined the policies, practices, and procedures State Education Agencies (SEAs) used to monitor IEPs for participation decision making in alternate assessments based on alternate academic achievement standards (AA-AAAS). It is imperative that only students with the most significant…
Descriptors: State Surveys, State Policy, State Departments of Education, Program Evaluation
Albus, Deb A.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, 2021
This is the 22nd report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2018-19 assessment data for students with disabilities "to the…
Descriptors: Elementary Secondary Education, Students with Disabilities, Student Evaluation, Grade 4
Albus, Deb A.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, 2020
This is the 21st report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2017-18 assessment data for students with disabilities "to the…
Descriptors: Students with Disabilities, English Language Learners, Reading Tests, Mathematics Tests
Albus, Deb A.; Liu, Kristin K.; Thurlow, Martha L.; Lazarus, Sheryl S. – National Center on Educational Outcomes, 2019
This is the 20th report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2016-17 assessment data for students with disabilities "to the…
Descriptors: Disclosure, Test Results, Students with Disabilities, English Language Learners
Thurlow, Martha L.; Lazarus, Sheryl S.; Albus, Deb A.; Larson, Erik D.; Liu, Kristin K. – National Center on Educational Outcomes, 2019
States continue to navigate the shift that came with the 1% threshold on participation in alternate assessments based on alternate academic achievement standards (AA-AAAS). This shift, following the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) in 2015, limited participation in the…
Descriptors: Students with Disabilities, Alternative Assessment, Academic Achievement, Academic Standards
Thurlow, Martha L.; Lazarus, Sheryl S.; Larson, Erik D.; Albus, Deb A.; Liu, Kristi K.; Kwong, Elena – National Center on Educational Outcomes, 2017
With the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015, renewed attention was paid to the importance of guidelines for participation in alternate assessments based on alternate achievement standards (AA-AAS) and to understanding of who the students are who have significant cognitive disabilities. The analyses…
Descriptors: Alternative Assessment, Guidelines, Definitions, Academic Standards
Albus, Deb A.; Liu, Kristin K.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, 2018
Reporting assessment results to the public has been a part of the Elementary and Secondary Education Act (ESEA) since the early 1990s, with the reauthorization of ESEA as the Improving America's Schools Act in 1994. In 1997, the Individuals with Disabilities Education Act (IDEA) included this requirement to make sure that assessment participation…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Liu, Kristin K.; Wolforth, Sara; Thurlow, Martha L.; Jacques, Catherine; Lazarus, Sheryl S.; August, Diane – National Center on Educational Outcomes, 2021
Determining whether an English learner with significant cognitive disabilities should participate in an alternate English language proficiency (alt-ELP) assessment is a challenge for Individualized Education Program teams. Although some states provide guidelines for making the decision, many do not. The purpose of this resource is to provide…
Descriptors: English Language Learners, Intellectual Disability, Language Tests, Language Proficiency
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
Updated Assessment Principles and Guidelines for English Learners with Disabilities. NCEO Report 424
Liu, Kristin K.; Lazarus, Sheryl S.; Thurlow, Martha L.; Jarmin, Jaime; Ward, Jenna; Christensen, Laurene – National Center on Educational Outcomes, 2020
This report is an update of the assessment principles and guidelines for English language learners published in 2013 (Thurlow, Liu, Ward, & Christensen). That report, which was developed by the Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED) project, presented essential principles of…
Descriptors: English Language Learners, Students with Disabilities, Student Evaluation, Evaluation Methods
Liu, Kristin K.; Thurlow, Martha L.; Lazarus, Sheryl S.; Dosedel, Michael – National Center on Educational Outcomes, 2020
The Every Student Succeeds Act (ESSA) requires 95% participation in state achievement testing. Students with the most significant cognitive disabilities participate in states' alternate assessments based on alternate academic achievement standards (AA-AAAS). A growing number of these students are also English learners (Christensen et al., 2018).…
Descriptors: Students with Disabilities, Intellectual Disability, Autism, Pervasive Developmental Disorders
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.; Fleming, Kascinda; Ressa, Virginia A.; Ghere, Gail – National Center on Educational Outcomes, 2023
This Brief provides an overview of how students' insights on the usefulness and feasibility of various accessibility features and accommodations should be taken into account when identifying accessibility features and accommodations for instruction and assessment. Students are often the best source of information about their strengths and needs,…
Descriptors: Student Participation, Accessibility (for Disabled), Academic Accommodations (Disabilities), Student Needs
