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Download full textAlbus, 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
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
Lazarus, Sheryl S.; Hinkle, Andrew R.; Liu, Kristin K.; Thurlow, Martha L. – National Center on Educational Outcomes, 2022
This Brief provides an overview of issues related to the inclusion of students with disabilities and English learners with disabilities in early grade (that is, K-2) assessments and offers strategies for improved practices.
Descriptors: Inclusion, Students with Disabilities, English Language Learners, Primary Education
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
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.; 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
Peer reviewed
Direct linkKato, Kentaro; Moen, Ross E.; Thurlow, Martha L. – Educational Measurement: Issues and Practice, 2009
Large data sets from a state reading assessment for third and fifth graders were analyzed to examine differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) between students with particular categories of disabilities (speech/language impairments, learning disabilities, and emotional…
Descriptors: Learning Disabilities, Language Impairments, Behavior Disorders, Affective Behavior
