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Reporting Test Results for Students with Disabilities and English-Language Learners Summary of a Workshop (2002) / Chapter Skim
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2. Background and Problem Statement
Pages 8-11

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From page 8...
... According to Peggy Carr, the resolution and research plan provided "a bridge to the future" in which NAEP would be more inclusive, and "a bridge to the past" in which NAEP would continue to provide meaningful trend information. One of the chief concerns was that new policies and procedures would not interfere with the ability to report trends in the important subjects both for the nation and for the states.
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From page 9...
... These students were allowed to take the test with the accommodations that they routinely received in their state or district assessments, as long as the accommodations were approved for use on NAEP. NAEPapproved accommodations for the 1996 administrations included extended time; individual or small group administration; a large-print version of the test; transcription, oral reading, or signing of directions; and use of bilingual dictionaries in mathematics.
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From page 10...
... Reading aloud passages or questions on the reading assessment was explicitly prohibited. Alternative language versions and bilingual glossaries were not permitted on the reading or science assessments.
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From page 11...
... The change in inclusion policy could mean that results from the pre-1996 assessments are not comparable to results based on the inclusion policy used for S3 (National Institute of Statistical Sciences, 20001. One of NAEP's chief objectives is to provide information about trends in U.S.
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  • results based

  • offering linguistic
  • meaningful trend
  • iep required
  • unless school
  • accommodations deemed

  • key component
  • aloud passages
  • carr described
  • significant change
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  • extended time
  • unanswered questions
  • reading items
  • science assessments
  • required accommodations


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