Reports

Publication prices current through September 30, 2013

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Educational Outcomes (cont.)

NCEO State Reports

A series of reports summarizing results of surveys of state directors of special education in relation to students with disabilities and standards-based reform. Published by the Institute’s National Center on Educational Outcomes. • Cost: Free, available only on the Web

2009 Survey of States: Accomplishments and New Issues at the End of a Decade of Change
By J. R. Altman, S. S. Lazarus, R. F. Quenemoen, J. Kearns, M. Quenemoen, and M. L. Thurlow
This report provides a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of standards-based education reform as states document the academic achievement of students with disabilities. It summarizes the 12th survey of states by the Institute’s National Center on Educational Outcomes (NCEO). Results are presented for all 50 states and 8 of the 11 federally-funded entities (unique states). (2010)

Archived Issues of NCEO State Reports
These older issues of NCEO State Reports have been archived because some of the information they contain may be out of date. They may still be useful for some types of research, teaching, or information gathering.

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NCEO Limited English Proficiency Projects Reports

A series of reports examining data on standards-based reform and students with disabilities who have limited English proficiency. Published by the Institute’s National Center on Educational Outcomes. • Cost: Free, available only on the Web

Limited English Proficiency Projects Report 6: Grade-Level Standards-Based Science Outcomes for English Language Learners and Language Minority Students: A Review of the Literature
By K. Liu
A report focusing on what peer-reviewed research literature tells us about standards-based science outcomes for K-12 English language learners and for the broader group of students who speak a language other than English at home (i.e., language minority students) and who may have been English language learners at one time. After a time of standards-based education reform focused almost solely on increasing reading and math achievement for all students, science is now entering the spotlight. Starting in 2007, all states are required to assess student attainment of science standards in elementary and secondary school. Patterns of differential science achievement between subgroups of students are cause for concern and must be addressed through changes in programs, services, and curricula as well as through instruction. The results of this literature review suggest promising directions for future research efforts. (2009)

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NCEO English Language Learners (ELLs) with Disabilities Reports

ELLs Report 17A series of reports examining standards-based reform in relation to English Language Learners (ELLS) with disabilities. Published by the Institute’s National Center on Educational Outcomes. • Cost: Free, available only on the Web

ELLs with Disabilities Report 22: Middle School Principals’ Perspectives on Academic Standards-based Instruction and Programming for English Language Learners with Disabilities
By K. Liu, M. Thurlow, H. Koo, and M. Barrera
A report from a study following up on the findings of earlier NCEO research on instructional services and leadership for English language learners (ELLs) with disabilities. This study looked at a group of principals of middle schools making adequate yearly progress with ELLS and students with disabilities, and addressed three issues: (1) services and programs offered for ELLs with disabilities, (2) sources of instructional strategy information specific to ELLs with disabilities, and (3) the principal’s role in supporting teachers’ use of instructional strategies for ELLs with disabilities. (2008)

ELLs with Disabilities Report 21: Delphi Study of Instructional Strategies for English Language Learners with Disabilities: Recommendations from Educators Nationwide
By M. Thurlow, V. Shyyan, M. Barrera, and K. Liu
A report from NCEO’s national research spanning seven years that has focused on identifying and validating instructional strategies for ELLs with disabilities. In recent work, educators from five states with large ELL populations and five states with small ELL populations generated sets of reading, mathematics, and science instructional strategies and weighted their importance in focus group-like settings using the Multi-Attribute Consensus Building method. The research described here is a confirmatory Delphi study of the strategies identified in an earlier study and is based on polling teachers about strategies identified in the earlier work. (2008)

ELLs with Disabilities Report 20: Middle School Principals’ Interpretation of State Policy and Guidance on Instructional Strategies for ELLs with Disabilities
By K. Liu, H. Koo, M. Barrera, and M. Thurlow
A report describing how principals of successful schools translated information to teachers on designing accessible standards-based instruction for ELLs with disabilities. The study aimed to highlight promising practices that might be studied further and to identify areas where principals may need additional support in providing instructional leadership for their teachers. (2008)

ELLs with Disabilities Report 19: Reading, Mathematics, and Science Instructional Strategies for English Language Learners with Disabilities: Insights from Educators Nationwide
By M. Barrera, V. Shyyan, K. Liu, and M. Thurlow
A report studying instructional strategies at middle and junior high schools. Middle school teaching and learning is especially challenging, perhaps because the curriculum places greater cognitive demands on emerging adolescents at a developmental stage when students, especially those who have already been struggling, can be at higher risk for academic failure. ELLs with disabilities could be at particular risk, given the combination of learning challenges they may encounter in middle school. The study aimed to identify teacher-initiated instructional strategies that are preferred by practitioners who work daily with ELLs with disabilities. (2008)

Additional English Language Learners (ELLs) with Disabilities Reports

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