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

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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