Trimble, S. (1998). Performance trends and use of accommodations on a statewide assessment: Students with disabilities in the KIRIS on-demand assessment from 1992–93 through 1995–96 (Maryland/Kentucky Report 3). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/MDKY3.html

Report
Trimble, S. (1998). Performance trends and use of accommodations on a statewide assessment: Students with disabilities in the KIRIS on-demand assessment from 1992–93 through 1995–96 (Maryland/Kentucky Report 3). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/MDKY3.html

Notes

Maryland/Kentucky Report 3

Tags

Cueing; Dictated response; Dictated response (scribe); Elementary; High school; K-12; Math; Middle school; Multiple accommodations; Multiple ages; Multiple content; No disability; Oral delivery; Paraphrasing; Reinforcement; Science; Signed administration; Social studies; U.S. context

URL

https://nceo.info/Resources/publications/OnlinePubs/MDKY3.html

Summary

Accommodation

The analysis was designed to display the relationship between accommodation use and performance over time (4 years) and across various accommodations (singly or in combination with each other): reader/oral (read-aloud), scribe/dictation, cueing, paraphrasing, sign interpreting, and technological.

Participants

Participants for this analysis included approximately 4,000 students with disabilities who participated in each of three grades (4, 8, and 11) in the Kentucky statewide assessment system.

Dependent Variable

The major dependent variables were: type of accommodation implemented; classification of the student into one of four levels of proficiency in math, social science, and science; level on an equated scale score in math, social science, and science. An extant state assessment data set from the KIRIS (Kentucky Instructional Results Information System) was analyzed.

Findings

Students with disabilities improved at a very rapid rate, particularly in some grades. The gap separating them from general education students appeared to be closing. The percentages of students participating in the statewide test increased over time but decreased over grades. The percentages of students receiving accommodations was quite high (62% in grade 11 and 84% in grade 4). The performance of students with disabilities was lower than the performance of students in general education yet the impact on the total grade level outcome was minimal given they represented only 10% of the population. In only 4 of 104 uses of accommodations was the performance of students higher than the performance of the total group (with paraphrasing and dictation). In some cases, performance was lower with the use of accommodations than with no use.