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…

This report provides a comprehensive account of the performance of students with disabilities on state assessment measures. Following an overview of the issues, it explains the laws that govern the reporting of assessment results (Individuals with Disabilities Education Act Amendments of 1997 (IDEA) and Title I of the Elementary and Secondary…

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 study examined the relationship between instructional and assessment accommodations for students with and without disabilities participating in the Kentucky Instructional Results Information System (KIRIS). The study evaluated the educational records of 78 students with disabilities and 51 students from the general population. Results are…

This study was conducted to analyze student background characteristics and educational history data that affect participation and performance of non-English language background students, including those with limited English proficiency, on Minnesota's Basic Standards Test. Data were obtained from individual student cumulative files in six schools…

Reviews present difficulties in the way that states report the participation of students with disabilities in their testing programs. Recommendations for policymakers include the following: identify students with disabilities in statewide assessment programs, standardize procedures for calculating participation rates, and improve lines of…

This digest examines issues concerning performance assessment of students receiving special education services. Issues addressed are: (1) need to infuse performance assessment into national programs including the National Assessment of Educational Progress (NAEP) and the National Adult Literacy Survey (NALS); (2) current lack of inclusion of…

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…

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 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 briefing paper discusses academic accommodations for high school students with disabilities. It begins by reviewing provisions under the Individuals with Disabilities Education Act that require Individualized Education Programs to include a statement of the program modifications or supports that will be provided for the child to enable the…

Students with disabilities have been excluded to an unreasonable extent from large-scale assessment programs at the national, state, and local levels. One implication of this exclusion practice is that students who are left out of assessments tend not to be considered during reform efforts. Another implication is that estimates of performance are…

This study examined the relationship between instructional and assessment accommodations for students with disabilities in grades 1-8 on the Maryland state tests comprising the Maryland School Performance Assessment Program. The study evaluated the Individualized Education Programs (IEPs) of 280 students with disabilities in four local education…

School districts, like many other societal groups, function as a system--a dynamically complex web of interaction in which each aspect of the district affects all other aspects. School districts have many outside forces to which they must respond, including state and federal mandates. These mandates impose top-down initiatives with little to no…

This report describes how assessments are scored and results are reported in the inclusive assessment and accountability systems in Maryland and Kentucky. Specific topics include: (1) how school performance is reported to the public; (2) what components go into the reported performance of schools; (3) how scores are obtained for students in the…