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It summarizes two studies: a policy analysis (April–May 2024) covering public accommodations documentation across 51 states, and a literature review covering research from 2000–2023. Results identify common accommodations, inconsistent policy terminology, and limited evidence on effectiveness. Findings call for clearer communication, stronger educator professional development, and better alignment across policy, practice, and research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/state-policies-and-research-on-alternate-assessment-accommodations-nceo-report-446/586077/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/state-policies-and-research-on-alternate-assessment-accommodations-nceo-report-446/586077.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What requirement drives the use of AA-AAAS alternate assessments and related accommodations?","Question",{"text":112,"@type":113},"States have been required since 2000 to provide alternate assessments based on alternate academic achievement standards for students with the most significant cognitive disabilities. Accommodations have long been essential in general assessments, but they were not initially identified specifically for alternate assessments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the 2024 policy analysis find about how states document AA-AAAS accommodations?",{"text":117,"@type":113},"From April 1 to May 31, 2024, 49 of 51 states had publicly available documents with AA-AAAS accommodations policies, often using multiple documents. The policy analysis also found that information could be hard to locate and sometimes inconsistent within states.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the report conclude about gaps in research and what improvements are needed?",{"text":121,"@type":113},"The literature review found only six research studies from 2000–2023, indicating limited evidence, especially regarding accommodations effectiveness. The report emphasizes the need for more consistent policy documentation, comprehensive educator professional development, and better coordination across policy, practice, and research.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586077,1792165519,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","State Policies and Research on Alternate Assessment Accommodations  \nNCEO Report 446  \nNCEO Report 446  \nState Policies and Research on Alternate Assessment Accommodations  \nMari Quanbeck, Virginia A. Ressa, and Martha L. Thurlow  \nMarch 2025  \nAll rights reserved. Any or all portions ofthis document may be reproduced and distributed without prior permission, provided the source is cited as:  \nQuanbeck, M., Ressa, V. A., & Thurlow, M. L. (2025). State policies and research on alternate assessment accommodations (NCEO Report 446) . National Center on Educational Outcomes.  \nThe Center is supported through a Cooperative Agreement (\\#H326G210002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Consistent with EDGAR §75.62, the contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government.  \nProject Officer: David Egnor  \nIn collaboration with:  \nNCEO Core Staff  \nAndrew R. Hinkle, Co-Director Kristi K. Liu, Co-Director  \nJessica Bowman Gail Ghere Linda Goldstone Michael L. Moore  \nDarrell Peterson Mari Quanbeck Virginia A. Ressa Kathy Strunk Yi-Chen Wu  \nNational Center on Educational Outcomes University of Minnesota  \n2025 East River Parkway, Room 1-330 • Minneapolis, MN 55414 Phone 612/626-1530  \n[http://www.nceo.info](http://www.nceo.info)  \nThe University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.  \nThis document is available in alternative formats upon request.  \n~~Executive Summary ~~  \nStates have been required to provide alternate assessments based on alternate academic achievement standards (AA-AAAS) for students with the most significant cognitive disabilities since 2000. These assessments were developed to ensure that all students, including those with the most significant cognitive disabilities, could participate in state assessment and accountability systems. Although accommodations have long been a critical component of general assessments, they were not initially identified for alternate assessments. As assessment consortia began developing new alternate assessments in 2011, they incorporated additional approaches to accessibility, including accommodations and other accessibility features. Current approaches typically include multiple tiers of support: universal features available to all students, designated features available to any student with a documented need, and accommodations specifically for students with disabilities. This report presents findings from two studies examining AA-AAAS accommodations policies and research.  \nThe policy analysis conducted from April 1 to May 31, 2024 found that 49 of 51 states had publicly available documents containing AA-AAAS accommodations policies, with most states (36) having at least two documents. The most commonly provided accommodations were signed administration (48 states), magnification (46 states), assistive technology (46 states), manipulatives (43 states), human reader (44 states), and calculator (42 states). States used varying terminology and organizational approaches for their accommodations policies, and many incorporated universal design features directly into test development and administration rather than listing them as separate accommodations. Information about accommodations was often difficult to locate and sometimes inconsistent across documents within states.  \nThe","cbCaioSDqJRKM2Up","https://ap.wps.com/l/cbCaioSDqJRKM2Up","pdf",2497260,64,"English","# Executive Summary\n## Introduction\n## Purpose","[{\"question\":\"What requirement drives the use of AA-AAAS alternate assessments and related accommodations?\",\"answer\":\"States have been required since 2000 to provide alternate assessments based on alternate academic achievement standards for students with the most significant cognitive disabilities. Accommodations have long been essential in general assessments, but they were not initially identified specifically for alternate assessments.\"},{\"question\":\"What did the 2024 policy analysis find about how states document AA-AAAS accommodations?\",\"answer\":\"From April 1 to May 31, 2024, 49 of 51 states had publicly available documents with AA-AAAS accommodations policies, often using multiple documents. The policy analysis also found that information could be hard to locate and sometimes inconsistent within states.\"},{\"question\":\"What does the report conclude about gaps in research and what improvements are needed?\",\"answer\":\"The literature review found only six research studies from 2000–2023, indicating limited evidence, especially regarding accommodations effectiveness. The report emphasizes the need for more consistent policy documentation, comprehensive educator professional development, and better coordination across policy, practice, and research.\"}]","State Policies and Research on Alternate Assessment Accommodations - NCEO Report 446 | PDF",1792056868,161]