Brown, P. J. (1998). Finding of the 1997 Spring Field Test. Inclusive comprehensive assessment system . University of Delaware Education Research and Development Center.

Attachment Study from the Inclusive Comprehensive Systems Project

Two versions of an assessment were administered, one of which used typical font size and spacing while the other used a larger font size, had more white space, and fewer items per page.

Approximately 2,000 students—787 third grade students, 597 fifth grade students, and 566 eighth grade students with and without disabilities—participated in this study. There were 508 African-American Americans, 28 Asian, 114 Hispanic, and 1,229 White students included.

Participants completed two versions of a mathematics assessment, each version consisted of a variety of grade-appropriate multiple choice, short answer, and open-ended items. The items on the two versions were identical in every other aspect.

Changes to the test items' appearance and layout, such as increasing font size and amount of white space, hindered fifth and eighth grade students' performance on the assessment regardless of their educational status. Format changes enhanced the performance of third grade regular education students; however, the changes did not hinder or enhance the performance for the special education students in third grade.