The Elementary and Secondary Education Act (ESEA), as amended by Section 3113 of the Every Student Succeeds Act (ESSA), requires state educational agencies (SEAs) to establish and implement standardized, statewide entrance and exit procedures for English learners (ELs). WIDA provides the English language proficiency placement and annual…

As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.

The Indiana Department of Education's (IDOE) Accessibility and Accommodations Guidance is intended for school-level personnel and decision-making teams as they prepare for and implement Indiana State Assessments. Information is provided for school personnel to use in selecting and administering universal tools, designated features, and…

Assessment is an important part of an overall quality educational program and is, in fact, an integral part of improving classroom instruction. The purpose of educational assessments is to provide an academic check- up and to give educators and parents meaningful information on what students know and can do, and how well they are progressing…

This guide is designed to assist States, agencies, and/or facilities who work with youth who are neglected, delinquent, or at-risk (N or D). The information in the guide will benefit those who are (a) interested in implementing pre-posttests, (b) in the process of identifying an appropriate pre-posttest, or (c) ready to evaluate current testing…

West Virginia uses multiple state assessments to measure student achievement and inform program decision-making. The Individuals with Disabilities Education Improvement Act of 2004 requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001 and current with…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. States are required to provide guidance for appropriate participation of all students, including those with English Learners and those with disabilities, in required state assessments. The West Virginia Department of Education has…

The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001…

The demands for accountability in education have led to an increase in high-stakes testing practices in public schools. Accountability can be seen at the high school level in the use of exit examinations (hereafter "exit exams") that students must pass to receive a diploma and graduate from high school. One of the most challenging issues…

This technical report provides an overview of the New York State Alternate Assessment (NYSAA), including a description of the purpose of the NYSAA, the processes utilized to develop and implement the NYSAA program, and Stakeholder involvement in those processes. The purpose of this report is to document the technical aspects of the 2013-14 NYSAA.…

This qualitative study examined the perceptions of educators and parents of the California High School (CAHSEE) requirements for students with disabilities. In the state of California, all seniors who graduate from a public high school are required the pass the CAHSEE in order to receive a high school diploma. This graduation requirement is a…

This research investigates teachers' perceptions of testing accommodations to the Ontario Secondary School Literacy Test (OSSLT) for students with special needs. The study reports findings from 98 Northeastern Ontario grade 9 and 10 English teachers who were involved in providing accommodations to the OSSLT. Teachers who responded to the Teacher…

To raise the achievement of every student, Maryland designed "Achievement Matters Most," a plan for public schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. Achievement Matters Most supports Maryland schools' efforts to meet the goals of the federal No Child Left Behind…

Current educational reform efforts in Arizona involve three major federal and state language and assessment policies: (a) AZ LEARNS (2001), Arizona's high-stakes testing and school accountability program; (b) No Child Left Behind (2002); and (c) Proposition 203 (2000), which places restrictions on programs for English language learner (ELL)…