Reporting Test Results for Students with Disabilities and English-Language Learners Summary of a Workshop (2002) / Chapter Skim
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4. State Policies on Including, Accommodating, and Reporting Results for Students with Special Needs
4. State Policies on Including, Accommodating, and Reporting Results for Students with Special Needs
Pages 19-29
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From page 19... ...
This panel included three researchers who have conducted surveys of states' reporting policies and two representatives from state assessment programs. Martha Thurlow, director of the National Center on Educational Outcomes at the University of Minnesota, reported on findings from her research on states' policies and practices for including and accommodating students with disabilities in statewide assessments and reporting their scores.
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From page 20... ...
This chapter summarizes major findings from the surveys and adds comments from the personal experiences of the two state assessment directors, Scott Trimble, director of assessment for Kentucky, and Phyllis Stolp, director of development and administration, student assessment programs for Texas. Trimble's and Stolp's comments about the policies and experiences in their respective states are described in further detail in Chapter 5.
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From page 21... ...
Accommodations for English-language learners can be classified as linHave inclusion and/or exemption policy Allow exemptions Prohibit exemptions C Have exemption time limit policy Have inclusion criteria Recommend inclusion decision makers Have accommodations policy Allow accommodations Prohibit all accommodations C Prohibit specific accommodations Have accommodation criteria Recommend accommodation decision makers Address score reporting Include scores Exclude some scores 1~1 States with given policy ~ States without given policy FIGURE 4-1 States' Policies for Including and Accommodating English-Language Learners in State Assessments Preliminary Survey Findings (2000-2001~. SOURCE: Golden and Sacks (2001~.
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From page 22... ...
REPORTING POLICIES Panel three speakers also described states' policies for reporting results for individuals who received accommodations. There are two distinct issues related to reporting such results-which students' scores are included in overall reports of test results and whether or not group-level (or disaggregated)
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From page 23... ...
. WA OK /~ VT A ~~W~¢ ~ ME> NH Ways in Which States Report Data for Nonapproved Accommodations O Not Reported O Aggregated Separate Aggregated and Separate FIGURE 4-2 States' Policies for Reporting Scores from Tests Taken with Nonapproved Accommodations (2001)
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From page 24... ...
24 REPORTING TEST RESULTS TABLE 4-1 Responses of State Directors of Special Education to NCEO On-line Survey Approved Nonapproved State Accommodations Accommodations Alabama No Decision Separate Alaska Aggregated Separate Arizona Aggregated Separate Arkansas Separate Aggregated California Aggregated Counted Colorado Aggregated Other Connecticut Aggregated No Decision Delaware Aggregated Separate Florida Separate Other Georgia Aggregated, Separate Aggregated, Separate, Counted Hawaii Aggregated Aggregated Idaho Aggregated Aggregated Illinois Aggregated Aggregated Indiana Aggregated, Separate Lowest Score Iowa Aggregated Not Counted Kansas Aggregated Separate Kentucky Aggregated Other Louisiana Aggregated Aggregated, Separate Maine Aggregated Other Maryland Other Other Massachusetts Aggregated Aggregated Michigan Aggregated No Decision Minnesota Aggregated Other Mississippi Aggregated Not Counted Missouri Aggregated Aggregated Montana Aggregated Separate Nebraska Aggregated Aggregated Nevada Aggregated Separate New Hampshire Aggregated Lowest Score New Jersey Aggregated Other New Mexico Aggregated, Separate Other New York Aggregated Aggregated North Carolina Aggregated Not Counted North Dakota Aggregated Aggregated Ohio Aggregated Counted Oklahoma Aggregated, Separate Other Oregon Aggregated Separate Pennsylvania Aggregated Other Rhode Island Aggregated Aggregated
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From page 25... ...
Policies and Concerns About Reporting Group-Level Results The federal legislation passed in lanuary 2002 makes states accountable for the yearly progress of English-language learners and for students with disabilities, thus requiring the reporting of disaggregated results for both groups. This requirement was not in place at the time the various surveys were conducted, and few states indicated that they report disaggregated results by disability status or by limited-English-proficiency status.
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From page 26... ...
The group of English-language learners includes students who differ widely with respect to their native languages and their levels of proficiency with English. Similarly, the group of students with disabilities encompasses individuals with a wide variety of special needs, such as learning disabilities, visual impairments, and hearing impairments.
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From page 27... ...
The state plans to provide estimates of standard error on newer reports and has set a minimum sample size for reporting disaggregated results.1 Nevertheless, Trimble believes that many report users do not attend to standard error information. Johnson, who has served as consultant for numerous testing programs, added that interpreting standard error information for the lay public is so problematic that many programs simply resort to setting minimum sample sizes.
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From page 28... ...
In state A, reported results could include scores for the general population testing under standard conditions, Hispanic English-language learners who took a translated Spanish version, and students with reading disabilities who received an oral administration. In state B
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From page 29... ...
As Richard Duran, professor at the University of California, Santa Barbara, pointed out, determinations about which students qualify as students with disabilities or as English-language learners are not made on the basis of empirically measurable, scientifically sound criteria. For students with disabilities, particularly those with learning disabilities or attention deficit disorder, the determination is often made only when they perform poorly in school.
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