Wilson, S. C. (2023). Testing accommodations decision-making policies and procedures at New York area independent schools: A qualitative study (Publication No. 30529414) [Doctoral dissertation, Seton Hall University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2828615684

Seton Hall University (South Orange, NJ)

Accommodations were not specified; instead, this study focused on the decision-making process for testing accommodations.

Twenty-five members of the accommodations committees/teams at New York area independent schools completed questionnaires, and 18 members participated in interviews.

An online questionnaire about the testing accommodations decision-making process was completed by participants. Semi-structured virtual interviews were conducted with a subset of participants via an online video platform. Documents about decision making were analyzed.

Educators generally feel well-qualified and supported in their roles, in contrast to public school counterparts in previous studies. However, the processes and committees vary considerably between schools, with low rates of parent and student involvement compared to public school IEP meetings. The educators perceive the testing accommodations decision-making process as stressful, especially interactions with parents.