Participation of and Accommodations for Students with Disabilities and English Language Learners NAEP State Analysis Project Jenifer Harr María Pérez CCSSO National Conference on Large- Scale Assessment June 2006

 Participation of and accommodations for students with disabilities (SDs) and English learners (ELs) have been a growing challenge over the past decade.  This study explores the relationships between changes in participation and accommodations and assessment results (e.g., state and NAEP assessments).  Data Sources CCSSO SSAP surveys from and NAEP SD/LEP Questionnaire from 1998 and 2002 NAEP test score results Background of the Study

1. How are changes in state assessment policies on the participation and accommodation of SDs and ELs related to changes in participation and accommodation rates on state assessments? 2. How are changes in NAEP participation and accommodation rates related to changes in state assessment participation and accommodation rates for SD and ELs? 3. How are differences between NAEP and state achievement trends related to changes in participation and accommodation rates? Research Questions

State Policy State identification policy State participation policy State accommodation policy State identification rate State participation rate State accommodation rate NAEP participation rate NAEP accommodation rate Difference between state and NAEP achievement gain NAEP achievement gain State Practice NAEP Practice NAEP and State Achievement Trends Policies and Practice for Assessing SDs and ELs

Research Question 1: How are changes in state policies related to changes in participation and accommodation rates on state assessments? State Policy State identification policy State participation policy State accommodation policy State identification rate State participation rate State accommodation rate NAEP participation rate NAEP accommodation rate Difference between state and NAEP achievement gain NAEP achievement gain State Practice NAEP Practice NAEP and State Achievement Trends

 States grouped by whether their accommodation policies changed between and  Group YY – States that had policy both years  Group NY – States that did not have policy in and did in  Group YN – States that had policy in and did not in  Group NN – States that did not have policy either year Research Question 1

 State Accommodation Policies and Participation Rates  SDs: The introduction of two of 30+ accommodation policies for SDs was related to greater increase in participation rates (extended testing time and use of scribe) (Comparing NY to YY)  ELs: The introduction of two of 17+ accommodation policies for ELs was related to greater increase in participation rates (explanation of directions and translations of directions) (Comparing NY to YY) Research Question 1

 State Accommodation Policies and Accommodation Rates  SDs: The introduction of accommodation policies for reading problems aloud and reading directions aloud appear to be related to higher increases in accommodation rates for students in grade 4 (Comparing NY to YY)  ELs: The introduction of an accommodation policy for extended testing time appear to be related to higher increases in accommodation rates for students in grade 4 (Comparing NY to NN) Research Question 1

Research Question 2: How are changes in NAEP participation and accommodation rates related to changes in state assessment participation and accommodation rates? State Policy State identification policy State participation policy State accommodation policy State identification rate State participation rate State accommodation rate NAEP participation rate NAEP accommodation rate Difference between state and NAEP achievement gain NAEP achievement gain State Practice NAEP Practice NAEP and State Achievement Trends

 State and NAEP Assessment Participation Rates  SDs: The average change in NAEP participation rates in grade 8 is significantly correlated with changes in state participation rates. In grade 4, it is not significant.  ELs: The average change in NAEP participation rates is not significantly correlated with changes in state participation rates in either grade. Research Question 2

 State and NAEP Accommodation Rates for SDs  Changes in overall state assessment accommodation rates are significantly correlated with changes in overall NAEP accommodation rates in grades 4 and 8.  Changes in state accommodation rates for the following state accommodations are significantly correlated to changes in overall NAEP accommodation rates:  Oral reading of directions, testing in small groups, extended testing time for grades 4 and 8  Oral reading of questions, interpretation of directions, and more breaks for grade 4 only Research Question 2

Research Question 3: How are differences in achievement trends related to changes in participation and accommodation rates? State Policy State identification policy State participation policy State accommodation policy State identification rate State participation rate State accommodation rate NAEP participation rate NAEP accommodation rate Difference between state and NAEP achievement gain NAEP achievement gain State Practice NAEP Practice NAEP and State Achievement Trends

 Comparing State and NAEP Assessment Results in Grade 4 to Change in Participation Rates of SDs on State Assessments Research Question 3

Summary of Findings: Summary of Findings: Policies and practice for assessing students with disabilities State Policy State identification policy State participation policy State accommodation policy State identification rate State participation rate State accommodation rate NAEP participation rate NAEP accommodation rate Difference between state and NAEP achievement gain NAEP achievement gain State Practice NAEP Practice NAEP and State Achievement Trends ** (-) ** Grade 8

 Lack of additional years or alignment of data limit analyses  State policy data source – the SSAP survey – has been discontinued  Other state policy data sources include the NCEO (SD) and CEEE (EL) Future Directions? NCEOxxxx CEEExx NAEP Readingxxx NAEP Mathxx