Special Topic Area:
Reporting of Participation and Performance of Students with Disabilities

>Introduction >Frequently Asked Questions >State Disaggregated Assessment Reports to the Public >Publications and Other Reporting Resources

Publications and Other Reporting Resources

Online resources available at NCEO's Web site (the publications are listed chronologically, with the most recent first; Policy Directions will give a general overview of the issues with other publications providing greater depth):

• Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities (Technical Report 43) / PDF format (2MB) (2006)
• 2005 State Special Education Outcomes: Steps Forward in a Decade of Change / PDF Version (3MB) (2005)
• Annual Performance Reports: 2002-2003 State Assessment Data (2005)
• Principles and Characteristics of Inclusive Assessment and Accountability Systems (Synthesis Report 40)  (2001)
• Steady Progress: State Public Reporting Practices for Students with Disabilities after the First Year of NCLB (2002-2003) (Technical Report 40) / PDF format (2005)
• Almost There in Public Reporting of Assessment Results for Students with Disabilities (Technical Report 39) / PDF format (2004)
• 2003 State Special Education Outcomes: Marching On / PDF format (2003)
• Putting it All Together: Including Students with Disabilities in Assessment and Accountability Systems (Policy Directions 16) / PDF Version (2003)
• Going Public: What 2000-2001 Reports Tell Us About the Performance of Students with Disabilities (Technical Report 35) / PDF Version  (2003)
• 2001 State Special Education Outcomes: A Report on State Activities at the Beginning of a New Decade (2001)
• Interpreting Trends in the Performance of Special Education Students (Technical Report 27 / 2000)
• Where’s Waldo? A Third Search for Students with Disabilities in State Accountability Reports (Technical Report 25 / 2000)

For reports before 2000, see NCEO's Online Publications.

Additional resources:

American Educational Research Association, American Psychological Association, and National Council on Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: American Psychological Association.

A-Plus Communications. (1999). Reporting results: What the public wants to know. A companion piece to 1999 issue of Education Week's "Quality Counts." Arlington, VA: A-Plus Communications.

DeVito, P.J. & Koenig, J. (ed). (2001). NAEP reporting practices: Investigating district-level and market-basket reporting. Washington, DC: National Academy Press.

Elliott, J. (July/August, 2002). Assessment and accountability of students with disabilities: The good, the bad, and the ugly, In Case 44 (1), pp. 5-6.

Elliott, J., Erickson, R. N., Thurlow, M. L., & Shriner, J. G. (2000). State-level accountability for the performance of students with disabilities: Five years of change? Journal of Special Education, 34 (1), 39-47.

Fast, E. F., Blank, R. K., Potts, A., & Williams, A. (2002). A guide to effective accountability reporting. Washington, DC: Council of Chief State School Officers.

Goodman, D. P., & Hambleton, R. K. (2004). Student test score reports and interpretive guides: Review of current practices and suggestions for future research. Applied Measurement in Education, 17, 145-220.

Jaeger, R.M. & Tucker, C.G. (1998). Analyzing, disaggregating, reporting, and interpreting students' achievement test results: A guide to practice for Title I and beyond. Washington, DC: CCSSO.

McDonnell, L., McLaughlin, M., & Morison, P. (1997). Educating one & all: Students with disabilities and standards-based reform. Washington, DC: National Academy Press.

National Research Council (2001). NAEP Reporting Practices: Investigating District-Level and Market-Basket Reporting. (a) Reporting District-Level NAEP Data.  (b) Designing a Market Basket for NAEP. DeVito, P.J. & Koenig, J. (ed). Washington, DC: National Academy Press.

Sopko, K. & Reder, N. (2007). Public and parent reporting requirements: NCLB and IDEA regulations. In Forum. Alexandria, VA: National Association of State Directors of Special Education.

Thompson, S., Thurlow, M. & Lazarus, S. (2001). Reporting on the state assessment performance of students with disabilities. Topical Review Three. College Park, Maryland: University of Maryland, Educational Policy and Reform Research Institute.

Thompson, S., Thurlow, M. & Staples, L. (2001). State level awareness of the participation and performance of students with disabilities on district assessments. Issue Brief One. College Park, Maryland: Educational Policy and Reform Research Institute.

Thurlow, M. L., Elliott, J. L., & Ysseldyke, J. E. (2003). Testing students with disabilities: Practical strategies for complying with district and state requirements (2nd ed.). Thousand Oaks, CA: Corwin Press.

Thurlow, M.L. & Wiley, H.I. (2006). A baseline perspective on disability subgroup reporting, The Journal of Special Education 39 (7), 246-254.

Zlatos, B. (1994). Don’t test, don’t tell: Is academic ‘red-shirting’ skewing the way we rank our schools? American School Board Journal, 181 (11), 24-28.

Westin, T. (1999).Reporting issues and strategies for disabled students in large scale assessments. Washington, DC: Assessing Special Education Students, SCASS, CCSSO.

Ysseldyke, J. & Bielinski, J. (rev. June, 2001).  Critical Questions to Ask When Interpreting or Reporting Trends in the Large-Scale Test Performance of Students with Disabilities.

Ysseldyke, J. & Bielinski, J. (Winter, 2002). Effect of different methods of reporting and reclassification on trends in test scores for students with disabilities. Exceptional Children 68 (2), pp. 189-200.

Ysseldyke, J. & Nelson, J.R. Reporting results of student performance on large-scale assessments. Chapter 19 in Large-Scale Assessment Programs for All Students: Validity, Technical Adequacy, and Implementation. Gerald Tindal and Thomas Haladyna, editors. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

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