Olson, J. F., & Goldstein, A. A. (1997). Increasing the inclusion of students with disabilities and limited English proficient students in large-scale assessments: A summary of recent progress (NCES 97482). National Center for Educational Statistics, U.S. Department of Education. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97482

(Report No. NCES-97-482) U.S. Department of Education. Washington, DC. National Center for Educational Statistics (ERIC Document Reproduction Service No. ED 410 698)

A variety of accommodations were made in the administration including extra testing time, multiple sessions, individual or small group administration, reading the directions, giving answers orally, using special mechanical apparatus, using large print and large face calculators and Braille.

Students with disabilities were included in the NAEP testing if they had an IEP and the multidisciplinary team thought they could participate in the testing with accommodations.

The National Assessment of Educational Progress (NAEP) in mathematics measures served as the dependent variable.

The assessment was harder and less discriminating for students with disabilities. Most of the items had lower percent correct statistics and smaller item-total correlations. Higher rates of omissions were apparent for students with disabilities. Students with disabilities responded differently than students in the total sample. The effect of new inclusion criteria isn't as pronounced as that of offering new accommodations. While students with disabilities can be included with accommodations, the effect on trend measurement will be difficult to evaluate.