Keeping Score for All The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessments (2004) / Chapter Skim
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1 Introduction
1 Introduction
Pages 10-17
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From page 10... ...
. In addition, nearly 4.6 million or 9.6 percent were identified as English language learners (National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs, 2004)
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They made the changes, the primary effect of which was to include more students in testing, in recognition of changing regulations regarding the testing of these two groups and because of increased appreciation of the value of testing these students. NAEP's sponsors were guided by the importance of maintaining the integrity of NAEP data despite these policy changes, as well as by the importance of keeping NAEP's policies and procedures in accord with those used in other large-scale testing programs administered by states.
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That is, selected students whom the local education agency has classified as students with disabilities or English language learners may be excluded from NAEP if school-level staff judge that they cannot meaningfully participate or if they require testing accommodations that NAEP does not permit.1 It is therefore the local education agency that makes the ultimate decisions about which students will participate in NAEP and which accommodations they may be given, using the guidelines provided by NAEP officials combined with their knowledge of the students. Students are selected to participate in NAEP on the basis of a complex sampling scheme designed to ensure that a nationally representative subset of students is assessed.
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If scores increase under the accommodated condition for the target group but not for the comparison group, the accommodation is considered to be working as intended. Other researchers (National Research Council, 2002a, pp.
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THE COMMITTEE'S APPROACH The Board on Testing and Assessment of the National Research Council has for some time been concerned about the issues surrounding the inclusion of students with disabilities and English language learners in large-scale assessments and the effects of accommodations on test performance and the interpretation of scores. In November 2001 the board held a workshop on reporting and interpreting test results for students with disabilities and English language learners who receive test accommodations.
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At the first, which focused on policies and procedures, Martha Thurlow of the National Center on Education Outcomes and Charlene Rivera of the Center for Equity and Excellence in Education at George Washington University made presentations on state policies regarding students with disabilities and English language learners, respectively. John Olson of the Council of Chief State School Officers (CCSSO)
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This legislation mandates that states include all students in statewide accountability programs and that they disaggregate assessment results for students with disabilities and English language learners. It holds states accountable for demonstrating that students in these groups are making continuous academic progress.
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Chapter 7 provides an overview of the primary implications of the committee's findings and recommendations both for NAEP and for the states. The committee's findings and recommendations are presented at the end of the chapters that discuss the evidence on which they are based.
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