Huynh, H., Meyer, J. P., & Gallant-Taylor, D. (2002, April). Comparability of scores of accommodated and non-accommodated testings for a high school exit examination of mathematics . Annual meeting of the National Council on Measurement in Education, New Orleans, LA, United States.

Students received a different form of the test that was designed to be appropriate for testing students with visual and hearing impairments. This form was provided in regular-sized print, large print, or in a loose-leaf version. This form also may have been administered orally or by sign language to some of the students.

Approximately 90,000 grade 10 students participated in the study. Students with a variety of disability classifications were included in this sample: speech/language, hearing, visual, orthopedic, emotional, learning disabilities, and a range of intellectual disabilities. Also included were students without disabilities.

Performance on the math portion of the South Carolina High School Exit Examination was used as the dependent variable.

Accommodations provided on the separate form did not appear to substantially change the internal test structure. Students with disabilities taking the regular test form did not perform as well as other groups; students with disabilities taking the accommodated form performed as well as students without disabilities taking the regular form.