Content area
Abstract
A post hoc data analysis was conducted to examine the use of test accommodations and their impact on the performance of 11,130 students with disabilities in Grade 5 during the administration of the Maryland School Performance Assessment Program (MSPAP) 2000. This study examined (a) frequency of use of specific test accommodations, types of accommodations received by subgroups of students with disabilities, and (b) the relationship between students with disabilities in Grade 5 who received test accommodations and met state satisfactory standard and the students in general education who met standard. The results of this study support the findings of other research, elicit issues currently discussed in the field and the literature, and suggest recommendations to address these issues.
This study found that nearly 75% of the Grade 5 students with disabilities who participated in the MSPAP 2000 received test accommodations. “Extended time,” “read directions,” “dictate response,” and “read test,” were among the most frequently received test accommodations. Variation is noted in the percentages of test accommodations provided (a) in the 24 Local Education Agencies, (b) to students on the basis of race and ethnicity, (c) to students based on their eligibility for free or reduced-price meals, and (d) to students on the basis of disability.
Nearly one-half of these students received reading accommodations that invalidated the construct of the reading test, and nearly one-third of these students received writing accommodations that invalidated the construct of the language usage test. These reading and writing accommodations resulted in non-reported scores in reading and language usage for thousands of students with disabilities.
A key finding of this study is that although 75% of students with disabilities received accommodations, only about one-third of these students met the satisfactory standard in the assessed content areas. Also, although 25% of the students with disabilities did not receive accommodations, about one-third of these students met the satisfactory standard. Recommendations based on the findings of this study are suggested for (a) defining and selecting, (b) administering, (c) monitoring, (d) evaluating, and (e) reporting test accommodations. Recommendations are also offered for professional development, instructional practice, and further research.
