| Title: |
A Summary of the Research on the Effects of K-12 Test Accommodations: 2022. NCEO Report 444 |
| Language: |
English |
| Authors: |
Virginia A. Ressa; Sheryl S. Lazarus; Christopher M. Rogers; Kascinda Fleming; Mari Quanbeck; National Center on Educational Outcomes (NCEO); Applied Enterprise Management Corporation (AEM); Center for Parent Information & Resources (CPIR); Council of Chief State School Officers (CCSSO); National Association of State Directors of Special Education (NASDSE); WestEd; University of Minnesota, Institute on Community Integration |
| Source: |
National Center on Educational Outcomes. 2024. |
| Availability: |
National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: https://nceo.info/ |
| Peer Reviewed: |
N |
| Page Count: |
22 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Office of Special Education Programs (OSEP) (ED/OSERS), Research to Practice Division (RTP) |
| Contract Number: |
H326G210002 |
| Document Type: |
Information Analyses; Reports - Evaluative |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Elementary Secondary Education; Testing Accommodations; Academic Accommodations (Disabilities); Teacher Attitudes; Parent Attitudes; Student Attitudes; Mathematics Tests; Reading Tests; Science Tests; Test Construction; Data Interpretation; Program Effectiveness |
| Abstract: |
Research on test accommodations provides valuable information that informs policy and practice. This report presents a synthesis of the research literature published in 2022 on testing accommodations for U.S. elementary and secondary students (K-12). The National Center on Educational Outcomes (NCEO) has reported on accommodations research since 1999. In 2022, NCEO identified four research studies on testing accommodations that met the criteria for inclusion. This was fewer studies than in previous years. The limited number of published studies focusing on accommodations may be the result of gaps in testing data due to COVID-19, as well as other lingering effects of the pandemic. All the studies published in 2022 that met the criteria were dissertations. The studies presented in this report provide an update on the state of the research on testing accommodations. These studies addressed several topics including research on teacher, student, and parent perceptions and perspectives regarding accommodations. Primary data were collected for all of these studies, and most of the studies used qualitative methods. The studies published in 2022 included studies conducted at the elementary, middle school, and high school levels. The studies addressed the use of accommodations on mathematics, reading, and science assessments; one study did not specify the content area. |
| Abstractor: |
ERIC |
| Entry Date: |
2024 |
| Accession Number: |
ED662902 |
| Database: |
ERIC |