2014 Survey of States: Initiatives, Trends, and Accomplishments
Author: Shyyan, Vitaliy
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Alternative Assessment,State Surveys,Academic Standards,Academic Achievement,Accountability,Testing Accommodations,Accessibility (for Disabled),Access to Education,Career Readiness,College Readiness,Educational Change,English Language Learners,Educational Trends,Technology Uses in Education,Graduation Rate,Assistive Technology,Decision Making,Educational Assessment,Technical Assistance,Federal Legislation,Educational Legislation,Elementary Secondary Education

This report summarizes the fourteenth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for the 50 regular states and eight of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states documented the academic achievement of students with disabilities. Key findings include: (1) Most states supported teachers by implementing college- and career-ready standards for all students, including students with disabilities; (2) Many states participated in general, alternate, and English language proficiency assessment consortia; (3) More than half of the states indicated that they disaggregated assessment results by primary disability category for the purpose of examining trends or reporting assessment results for students with disabilities; (4) More than half of the states reported studying validity of results for accessibility features and accommodations using data collected during assessments; (5) More than three-quarters of states reported a need for technology-related investments for the majority of districts in their states in order to improve the participation of students with disabilities in instructional activities and assessments. The types of investments most frequently cited as needed were additional devices and improved bandwidth or capacity for Internet connectivity; (6) More than three-quarters of the states considered universal design during test conceptualization and construction; (7) More than half of the states reported including data for all students with disabilities in their evaluation system for general education teachers; (8) More than half of the states reported that they required students with disabilities to meet exactly the same state requirements as other students to receive a standard diploma; (9) Seven states offered end-of-course alternate assessments based on AA-AAS; and (10) More than half of the states disaggregated assessment results for English language learners with disabilities. States were cognizant of the benefits of inclusive assessment and accountability systems, and continued to improve assessment design, participation, accessibility and accommodations policies, monitoring practices, and data reporting. States also identified key areas of need for technical assistance to facilitate the implementation of next generation assessments. &quot;Implications of ESEA Graduation Rate Accountability&quot; is appended.