Tracking the long-term progress of students with disabilities requires a consistent record of state-level data. NCEO’s latest report, State Assessment Rates of Participation, Performance, and Assigned Accommodations of Students with Disabilities (2007–08 Through 2022–23) (NCEO Report 454), analyzes Annual Performance Report (APR) data. It covers each of the 50 states, along with 10 entities that receive Federal IDEA Part B funds. By organizing data from 16 school years into a single resource, this report enables stakeholders to examine trends for students with Individualized Education Programs (IEPs) in reading and mathematics. It includes information on the participation and performance of students with disabilities across years. These data cover state reading and mathematics assessments in grades 3–8 and high school. 

The findings detail how participation and performance have shifted over time, particularly during major changes in the educational landscape. For example, the report documents a noticeable drop in both participation and proficiency around 2014–15. This drop occurred when many states transitioned to new assessments based on college- and career-ready standards. It also tracks the impact of the COVID-19 pandemic, showing how participation rates fell significantly in 2020–21 before beginning to recover. Additionally, the report addresses the use of testing accommodations and participation in alternate assessments (AA-AAAS). It notes how changes in state accessibility policies and federal caps have influenced these numbers over the last decade.

State directors and researchers can use this report to understand the national context of special education assessment data. They can compare their current state results to national trends and historical averages. While the report does not suggest specific strategies, it serves as a practical tool for identifying where gaps in performance or participation have persisted over time.