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 print version 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 grade 3 students, 597 grade 5 students, and 566 grade 8 students with and without disabilities—participated. Participants included 508 African-Americans, 28 Asian-Americans, 114 of Hispanic origins, and 1,229 White students.

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 disability status. Format changes enhanced the performance of grade 3 students without disabilities; however, the changes did not hinder or enhance the performance for the grade 3 special education students.