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The Development of Common Terminology: Adding Accessibility Features to the Common Education Data Standards (CEDS). NCEO Report 447

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Title: The Development of Common Terminology: Adding Accessibility Features to the Common Education Data Standards (CEDS). NCEO Report 447
Language: English
Authors: Travis Peterson, Sheryl S. Lazarus, Mari Quanbeck, Andrew R. Hinkle, Kristin K. Liu, National Center on Educational Outcomes (NCEO), Applied Enterprise Management Corporation (AEM), Center for Parent Information & Resources (CPIR), Council of Chief State School Officers (CCSSO), National Association of State Directors of Special Education (NASDSE), WestEd, University of Minnesota, Institute on Community Integration
Source: National Center on Educational Outcomes. 2025.
Availability: National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: https://nceo.info/
Peer Reviewed: N
Page Count: 26
Publication Date: 2025
Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS), Research to Practice Division (RTP)
Contract Number: H326G210002
Document Type: Reports - Descriptive
Descriptors: Testing Accommodations, Vocabulary, Language Usage, Data, Definitions
Abstract: There is a wide array of accessibility features (e.g., universal features, designated supports, accommodations) which enable students who need them to better access assessments. Historically, however, there has been wide variation in the language used to describe these supports. For example, the accessibility policies of different states use different terms for the same support. Similarly, different test vendors use different terms to describe the same support, which can lead to confusion when the policies of different tests within a single state refer to the same accessibility feature by different names (NCEO, n.d.; Shyyan et al., 2016; Warren et al., 2016). To address this issue, the National Center on Educational Outcomes (NCEO) collaborated with the Common Education Data Standards (CEDS) initiative to bring together stakeholders representing state education agencies (SEAs), test vendors, and assessment consortia to develop common accessibility feature terms and definitions. The purpose of this activity was to establish standardized accessibility terminology and data elements within CEDS that enable clear communication between education stakeholders and ensure equitable assessment opportunities for all students, particularly students with disabilities, English learners, and English learners with disabilities. Once the stakeholders agreed on the definitions, the proposed definitions were submitted to the CEDS initiative for possible inclusion in their data elements. CEDS was developed by the U.S. Department of Education's National Center for Education Statistics (NCES) to establish a standardized vocabulary and data models for education data elements.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED673385
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  Data: National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: https://nceo.info/
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  Data: There is a wide array of accessibility features (e.g., universal features, designated supports, accommodations) which enable students who need them to better access assessments. Historically, however, there has been wide variation in the language used to describe these supports. For example, the accessibility policies of different states use different terms for the same support. Similarly, different test vendors use different terms to describe the same support, which can lead to confusion when the policies of different tests within a single state refer to the same accessibility feature by different names (NCEO, n.d.; Shyyan et al., 2016; Warren et al., 2016). To address this issue, the National Center on Educational Outcomes (NCEO) collaborated with the Common Education Data Standards (CEDS) initiative to bring together stakeholders representing state education agencies (SEAs), test vendors, and assessment consortia to develop common accessibility feature terms and definitions. The purpose of this activity was to establish standardized accessibility terminology and data elements within CEDS that enable clear communication between education stakeholders and ensure equitable assessment opportunities for all students, particularly students with disabilities, English learners, and English learners with disabilities. Once the stakeholders agreed on the definitions, the proposed definitions were submitted to the CEDS initiative for possible inclusion in their data elements. CEDS was developed by the U.S. Department of Education's National Center for Education Statistics (NCES) to establish a standardized vocabulary and data models for education data elements.
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