A Statewide Review of the Use of Accommodations in Large-Scale,High-Stakes Assessments

Abstract

Including students with disabilities in the new standards and accountability systems has been and continues to be one of the greatest challenges facing state educational agencies and local school districts. Most states have implemented accommodations policies that allow special education students the opportunity to participate in state-level assessments. The psychometric, legal, and practical challenges of such policies are not well researched. As the accountability stakes increase, the effects of accommodations places increased tension on these policies. This study presents a post-hoc evaluation of the use of accommodations in the Washington Assessment of Student Learning. The authors conclude that while the use of accommodations appeared to be consistent with state guidelines, increased training opportunities and revisions in reporting procedures are advised.

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