NCEO - National Center on Educational Outcomes

Accountability for Students with Disabilities

Publications and Other Resources

NCEO 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).

Diploma Options, Graduation Requirements, and Exit Exams for Youth with Disabilities: 2011 National Study (Technical Report 62)
HTML document / PDF document

A Guide to Educational Acronyms: What's in the Alphabet Soup?
PDF document

2009 Survey of States: Accomplishments and New Issues at the End of a Decade of Change
HTML document / PDF document

A Principled Approach to Accountability Assessments for Students with Disabilities (Synthesis Report 70)
HTML document /PDF document

NCLB e IDEA: Lo que los Padres de Estudiantes con Discapacidades Necesitan Saber y Hacer (Spanish version of NCLB and IDEA: What Parents of Students with Disabilities Need to Know and Do)
PDF document

NCLB and IDEA: What Parents of Students with Disabilities Need to Know and Do
PDF document

2007 Survey of States: Activities, Changes, and Challenges for Special Education
HTML document /PDF document

For reports before 2006, see NCEO's Online Publications.


Other Online Resources

Council of Chief State School Officers (CCSSO) publications: (search for topic: accountability) 

CRESST products: (search for topic: accountability) 


Additional Resources

Allington, R.L., & McGill-Franzen, A. (1992). Unintended effects of reform in New York. Educational Policy, 6(4), 397-414.

Center on Education Policy. (2012). Accountability issues to watch under NCLB waivers. Washington, DC: Author.

Center on Education Policy. (2012). What impact will NCLB waivers have on consistency, complexity and transparency of state accountability systems? Washington, DC: Author.

Cross, R. W., Rebarber, T., & Torres, J. (Eds.). (February, 2004). Grading the systems: The guide to state standards, tests and accountability policies. Washington, DC: Fordham Foundation.

Furney, K.S., Hasazi, S.B., Clark/Keefe, K., & Hartnett, J. (2003). A longitudinal analysis of shifting policy landscapes in special and general education reform. Exceptional Children, 70(1), 81-94.

Gagnon, J. C., & McLaughlin, M. J. (Spring, 2004). Curriculum, assessment, and accountability in day treatment and residential schools. Exceptional Children, 70(3), pp. 263-283.

Goertz, M. E., & Massel, D. (January, 2005). Holding high hopes: How high schools respond to state accountability policies. CPRE Policy Briefs. Philadelphia, PA: Consortium for Policy Research in Education.

Heubert, J. P., & Hauser, R. M. (Eds.) (1999). High stakes testing for tracking, promotion, and graduation. Washington, DC: National Research Council.

Malmgren, K. W., McLaughlin, M. J., & Nolet, V. (2005). Accounting for the performance of students with disabilities on statewide assessments. The Journal of Special Education, 39(2), pp. 86-96. See

McLaughlin, M. J., & Thurlow, M. (September, 2003). Educational accountability and students with disabilities: Issues and challenges. Educational Policy, 17(4), pp. 431-451.

National Research Council. (1999). Testing, teaching, and learning: A guide for states and school districts. Washington, DC: National Academy Press.

Thurlow, M. L. (2004). Biting the bullet: Including special-needs students in accountability systems. In S. H. Fuhrman & R. F. Elmore (Eds.), Redesigning accountability systems for education (pp. 115-137). New York: Teachers College Press.

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.