Abstract
This study examines the relationships between three accommodation strategies—Extended Time (ET) only, breaks only, and breaks bundled with ET—and academic performance, test-taking behavior, and attitudes among eighth-grade students with disabilities who participated in the 2017 National Assessment of Educational Progress (NAEP) mathematics assessment. Utilizing propensity score analysis to mitigate selection bias, the study finds that students receiving only breaks tend to exhibit lower performance and engagement compared to those receiving ET alone or those receiving breaks bundled with ET. In addition, results suggest that bundling breaks with ET is associated with lower performance compared to ET alone. These findings highlight the complexities of interactions between accommodations and support the need for reevaluating current accommodation policies to enhance their effectiveness for students with disabilities.
Keywords
Get full access to this article
View all access options for this article.
References
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
