This report highlights the findings of the sixteenth survey of states conducted by the National Center on Educational Outcomes (NCEO). It has been administered for more than three decades to collect information from states about the participation and performance of students with disabilities in the assessments that comprise the comprehensive…

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…

The purpose of this study was to examine all states' participation guidelines for alternate assessments based on alternate achievement standards (AA-AAS) and to analyze these guidelines for common and contrasting themes. State alternate assessment participation guidelines were found for all 50 states. Participation guidelines were coded, and 12…

In this commentary on the "Peabody Journal of Education" special edition, the author addresses implications of the contributing articles to three central domains of interest to states engaged in or considering the development of an alternate assessment on modified academic achievement standards: (a) identifying an eligible student population, (b)…

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…

All students, including students with disabilities, participate in state accountability systems. Many students participate in the regular assessment, with or without accommodations, but some students may require participation in an alternate assessment to demonstrate their knowledge and skills. Students with more significant cognitive disabilities…

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…

In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…

Federal regulations (U.S. Department of Education, 2007a) provide states with the flexibility to offer an alternate assessment based on modified academic achievement standards (AA-MAS). This assessment option is for a small group of students with disabilities who can make significant progress, but may not reach grade-level achievement within 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…

In an attempt to include more students with disabilities in large-scale assessments, 12 states (Alaska, Arizona, California, Connecticut, Delaware, Iowa, Louisiana, North Dakota, South Carolina, Utah, Vermont, and West Virginia) allowed out-of-level testing during the 2000-2001 school year. This report discusses the context of state assessment…

This report discusses the outcomes of a study that examined the use of accommodations in state assessment by students with disabilities and explored several related factors. A survey of states indicated 12 states (Florida, Indiana, Kansas, Kentucky, Massachusetts, Maryland, Nevada, New York, Pennsylvania, Rhode Island, South Dakota, and West…

This report discusses the 1997 amendments to the Individuals with Disabilities Education Act that require states to develop alternate assessments for students with disabilities who cannot participate in large-scale assessment programs. The report also profiles five state alternate assessment practices that have been developed or are emerging and…

This paper discusses the new Individuals with Disabilities Education Act 1997 amendments that require states or local education agencies to develop guidelines for participation in alternate assessments for those children with disabilities who cannot participate in state and district-wide assessment programs. The policies and guidelines of 12…

This paper discusses the new Individuals with Disabilities Education Act 1997 amendments that require states to develop guidelines for the participation of children with disabilities in alternate assessments who cannot participate in state and district-wide assessment programs. It describes and analyzes the efforts of 7 early starting states to…