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Collaborative State Research: Testing Accommodations for Students with Disabilities

This study explores the impact of testing accommodations on students with disabilities (SWD) in Nevada. Focused on a 7th grade mathematics assessment, it addresses peer review concerns and highlights findings that suggest while accommodations can yield valid results, excessive read-aloud use may hinder student performance. With 437 participants (212 SWD), data shows no significant score differences related to the reading accommodation. Teachers preferred read-aloud for 58% of SWD. The study reveals important insights into the effectiveness of accommodations versus modifications.

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Collaborative State Research: Testing Accommodations for Students with Disabilities

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  1. Collaborative State Research: Testing Accommodations for Students with Disabilities Carol J. Crothers Nevada Department of Education ccrothers@doe.nv.gov

  2. Nevada’s participation in this study • Address concerns from Peer Review • Studies that support that the use of accommodations produce valid results, while modifications do not • Excessive use of read-aloud accommodation in mathematics • Is the accommodation helping the student access the test or hindering the student’s performance?

  3. Challenges • School and district reluctance to participate • Small stipend • Opportunity for “pretest” (most compelling) • NDE staff time for preparation and analysis

  4. Benefits • Supported by the CT EAG team • Fiscal resources to support the study • Useful results • Qualitative and quantitative • Evidence for peer review

  5. Study Logistics • 7th Grade Mathematics Read-aloud • 40 item test • Split parallel forms • 437 students during fall of 2008 • 212 were SWD • 225 SWOD were matched in selected demographic characteristics

  6. What did we learn? • The reading accommodation did not significantly affect scores for either group • Teacher read-aloud preferred by • 58% of SWD • 44% of SWOD • 63% of students who scored <50% • 38% of students who scored >50%

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