Abstract
Students with disabilities are increasingly being included in large-scale, high-stakes testing programs, despite a lack of evidence regarding the validity of scores from many tests for these students. This study examines Kentucky's efforts to include students with disabilities in its statewide assessment. We explore the level of inclusion achieved, the kinds of assessment accommodations offered, the performance of students with disabilities, and the relationships between performance and the use of accommodations on both multiple-choice and open-response formats. Results indicate that most students were included in the assessment, but that the scores obtained by some students may not be trustworthy due to inappropriate use of accommodations. We discuss the implications of these results for research and policy.
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