Reporting Test Results for Students with Disabilities and English-Language Learners

Summary of a Workshop

Judith Anderson Koenig, editor

Board on Testing and Assessment

Center for Education

Division of Behavioral and Social Sciences and Education

NATIONAL ACADEMY PRESS
Washington, DC



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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop Reporting Test Results for Students with Disabilities and English-Language Learners Summary of a Workshop Judith Anderson Koenig, editor Board on Testing and Assessment Center for Education Division of Behavioral and Social Sciences and Education NATIONAL ACADEMY PRESS Washington, DC

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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. This study was supported by Contract/Grant No. R215U990016 between the National Academy of Sciences and the United States Department of Education. Any opinions, findings, conclusions, or recommendations expressed in this report are those of the author and do not necessarily reflect the views of the organizations or agencies that provided support for the project. International Standard Book Number 0-309-08472-5 Additional copies of this report are available from National Academy Press 2101 Constitution Avenue, NW Box 285 Washington, DC 20055 800/624–6242 202/334–3313 (in the Washington Metropolitan Area) <http://www.nap.edu> Copyright 2002 by the National Academy of Sciences. All rights reserved. Printed in the United States of America. Suggested citation: National Research Council. (2002). Reporting Test Results for Students with Disabilities and English-Language Learners, Summary of a Workshop. Judith Anderson Koenig, editor. Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop THE NATIONAL ACADEMIES National Academy of Sciences National Academy of Engineering Institute of Medicine National Research Council The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Bruce M.Alberts is president of the National Academy of Sciences. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Wm.A.Wulf is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V.Fineberg is president of the Institute of Medicine. The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Bruce M.Alberts and Dr. Wm.A.Wulf are chairman and vice chairman, respectively, of the National Research Council.

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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop STEERING COMMITTEE FOR THE WORKSHOP ON REPORTING TEST RESULTS FOR ACCOMMODATED EXAMINEES LAURESS L. WISE (Chair), Human Resources Research Organization, Alexandria, Virginia LORRAINE McDONNELL, Departments of Political Science and Education, University of California, Santa Barbara MARGARET McLAUGHLIN, Department of Special Education, University of Maryland, College Park CHARLENE RIVERA, Center for Equity and Excellence in Education, George Washington University, Arlington, Virginia JUDITH A. KOENIG, Study Director ANDREW E. TOMPKINS, Senior Project Assistant

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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop BOARD ON TESTING AND ASSESSMENT EVA L. BAKER (Chair), The Center for the Study of Evaluation, University of California, Los Angeles LORRAINE McDONNELL (Vice Chair),Departments of Political Science and Education, University of California, Santa Barbara LAURESS L. WISE (Vice Chair), Human Resources Research Organization, Alexandria, Virginia CHRISTOPHER F. EDLEY, JR., Harvard Law School EMERSON J. ELLIOTT, Consultant, Arlington, Virginia MILTON D. HAKEL, Department of Psychology, Bowling Green State University, Ohio ROBERT M. HAUSER, Institute for Research on Poverty, Center for Demography, University of Wisconsin, Madison PAUL W. HOLLAND, Educational Testing Service, Princeton, New Jersey DANIEL M. KORETZ, Graduate School of Education, Harvard University EDWARD P. LAZEAR, Graduate School of Business, Stanford University RICHARD J. LIGHT, Graduate School of Education and John F. Kennedy School of Government, Harvard University ROBERT J. MISLEVY, Department of Measurement, Statistics, and Evaluation, University of Maryland JAMES W. PELLEGRINO, University of Illinois, Chicago LORETTA A. SHEPARD, School of Education, University of Colorado, Boulder CATHERINE E. SNOW, Graduate School of Education, Harvard University WILLIAM T. TRENT, Department of Educational Policy Studies, University of Illinois, Urbana-Champaign GUADALUPE M. VALDES, School of Education, Stanford University KENNETH I. WOLPIN, Department of Economics, University of Pennsylvania PASQUALE J. DEVITO, Director LISA D. ALSTON, Administrative Associate

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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop Acknowledgments At the request of the U.S. Department of Education, the National Research Council’s (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs. BOTA is grateful to the many individuals whose efforts made this workshop summary possible. The workshop was conceived by a steering committee consisting of the chair, Lauress Wise, and members Lorraine McDonnell, Margaret McLaughlin, and Charlene Rivera. This summary was executed by Judith Koenig, staff study director, to reflect a factual summary of what occurred at the workshop. We wish to thank the many workshop speakers, whose remarks stimulated a rich and wide-ranging discussion (see Appendix A for the workshop agenda). Steering committee members, as well as workshop participants, contributed questions and insights that significantly enhanced the dialogue. We also wish to thank staff from the National Center for Education Statistics (NCES), under the direction of Gary Phillips, acting commissioner, and staff from the National Assessment Governing Board (NAGB),

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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop under the direction of Roy Truby, who were valuable sources of information for the workshop. Peggy Carr, Patricia Dabbs, and Arnold Goldstein of NCES and James Carlson, Lawrence Feinberg, and Ray Fields of NAGB provided the planning committee with important background information and were key participants in workshop discussions. Special thanks are due to a number of individuals at the National Research Council who provided guidance and assistance at many times during the organization of the workshop and the preparation of this report. Pasquale DeVito, director of BOTA, provided expert guidance and leadership of this project. We are indebted to Patricia Morison, associate director of the Center for Education, for her advice during the planning stages of this workshop and for her review of numerous drafts of this summary. We thank Susan Hunt for her editorial assistance on this report. Special thanks go to Andrew Tompkins and Lisa Alston for their management of the operational aspects of the workshop and production of this report. We thank Kaeli Knowles for her reviews of this summary and her never-ending moral support. We are especially grateful to Kirsten Sampson Snyder and Eugenia Grohman for their deft guidance of this report through the review and production process. This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the National Research Council’s Report Review Committee. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process. We wish to thank the following individuals for their review of this report: Diane August, consultant, Washington, DC Lizanne DeStefano, School of Education, University of Illinois Wayne Martin, Council of Chief State School Officers, Washington, DC Don McLaughlin, American Institutes for Research, Palo Alto, CA William L.Taylor, attorney at law, Washington, DC Martha L.Thurlow, Department of Educational Psychology, University of Minnesota

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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop Although the reviewers listed above have provided many constructive comments and suggestions, they were not asked to endorse the final draft of the report before its release. The review of this report was overseen by Marge Petit, National Center for the Improvement of Educational Assessment, Dover, NH. Appointed by the National Research Council, she was responsible for making certain that an independent examination of this report was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the author.

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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop Contents 1   Introduction   1 2   Background and Problem Statement   8 3   Legal and Political Contexts for Including Students with Special Needs in Assessing Programs   12 4   State Policies on Including, Accommodating, and Reporting Results for Students with Special Needs   19 5   Policies and Experiences in Two States   30 6   Effects of Accommodations on Test Performance   38 7   Summing Up: Synthesis of Issues and Directions for Future Study   70     References   80 Appendix A:   Workshop Agenda   85 Appendix B:   Workshop Participants   89

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