Elliott, S.N., Kratochwill, T.R., and McKevitt, B.C. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. Journal of School Psychology, 39(1), 3-24.


Fuchs, L.S., Fuchs, D., Eaton, S.B., Hamlett, C., Binkley, E., and Crouch, R. (2000). Using objective data sources to enhance teacher judgments about test accommodations. Exceptional Children, 67(1), 67-81.

Fuchs, L.S., Fuchs, D., Eaton, S.B., Hamlett, C., and Karns, K. (2000). Supplementing teacher judgments of test accommodations with objective data sources . School Psychology Review, 29, 65-85.


Garcia, T., del Rio Paraent, L., Chen, L. Ferrara, S., Garavaglia, D., Johnson, E., Liang, J., Oppler, S. Searcy C., Shieh, Y., and Ye, Y. (2000). Study of a dual language test booklet in 8th grade mathematics: Final report. Washington, DC: American Institutes for Research.

Golden, L., and Sacks, L. (2001). States’ policies for including and accommodating English language learners in state assessments—Preliminary survey findings (2000-2001). Presentation at Workshop on Reporting Test Results for Accommodated Test Examinees: Policy Measurement and Score Use Considerations, November 28, Washington, DC.


Haertel, E.H. (2003). Evidentiary argument and the comparability of scores from standard versus nonstandard test administrations. Paper presented at the April meeting of the National Council on Measurement in Education, Chicago, IL.

Hafner, A.L. (200l). Evaluating the impact of test accommodations on test scores of LEP students and non-LEP students. Paper presented at the annual meeting of the American Educational Research Association, April, Seattle, WA.

Hakuta, K., Butler, Y.G., and Witt, D. (1999). How long does it take English language learners to attain proficiency? Unpublished manuscript, Stanford University, CA.

Hansen, E.G., and Steinberg, L.S. (2004). Evidence centered assessment design for reasoning about testing accommodations in NAEP reading and math. Paper commissioned by the Committee on Participation of English Language Learners and Students with Disabilities in NAEP and Other Large-Scale Assessments of the Board on Testing and Assessment of the National Academy of Sciences.

Hansen, E.G., Mislevy, R.J., and Steinberg, L.S. (2003). Evidence-centered assessment design and individuals with disabilities. Paper presented at the National Council on Measurement in Education Annual Meeting, April, Chicago, IL.

Hardman, M.L., Drew, C.J., and Egan, M.W. (1996). Human exceptionality, 5th edition. Boston, MA: Allyn and Bacon.

Hehir, T. (1996). Office of Special Education policy letter. Individuals with Disabilities Education Report, 23, 341.

Helwig, R., and Tindal, G. (2003). An experimental analysis of accommodation decisions on large-scale mathematics tests. Exceptional Children, 69, 211-225.

Huesman, R.L., and Frisbie, D. (2000). The validity of ITBS reading comprehension test scores for learning disabled and non learning disabled students under extended-time conditions. Paper presented at the Annual Meeting of the National Council on Measurement in Education, April, New Orleans, LA.


Johnson, E. (2000). The effects of accommodations on performance assessments. Remedial and Special Education, 21(5), 261-267.

Johnson, E. (2001). Observations on the National Academies Board on Testing and Assessment Workshop on Reporting Results for Accommodated Examinees. Paper prepared for Workshop on Reporting Test Results for Accommodated Test Examinees: Policy Measurement and Score Use Considerations, November 28, Washington, DC.

Johnson, E., Kimball, K., Brown, S.O., and Anderson, D. (2001) American sign language as an accommodation during standards-based assessments. Assessment for Effective Intervention, 26(2), 39-47.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement