Fuchs, L. S. (2000). Research report on math. The validity of test accommodations for students with learning disabilities: Differential item performance on mathematics tests as a function of test accommodations and disability status . University of Delaware Education Research and Development Center.

Attachment study from the Inclusive Comprehensive Assessment Systems Project

Broken Link: http://www.doe.state.de.us/aab/DSTP_research.html

Note: The math report is a distinct item, first in order in the larger document published together / as a companion with the Research Report on Reading.​

Math assessments were administered under varying conditions to all students with and without LD. Students were administered computation assessments in two conditions: standard and extended time. Students were administered concept and application assessments in four conditions: standard, extended-time, read-aloud, and with calculator.

A total of 373 grade 4 students—192 students with learning disabilities (LD), and 181 students without LD—in Delaware (U.S). participated. To obtain a representative sample of students without LD, educators were asked to identify his/her four highest-, four middle-, and four lowest-achieving students in math, none of whom had a disability.

Two alternate forms of computation curriculum-based measures (CBM) and four alternate forms of concepts and applications CBM, all at the third grade level, were administered to participants.

Among the 28 items of the concepts and applications test administered in the extended time condition, 11 items were flagged as having possible bias and five were flagged as having substantial evidence of bias. When calculators were provided, 8 out of 28 items were classified as having potential bias and 5 items were classified as having substantial evidence of bias. In the read-aloud condition, 9 items were categorized as having possible bias and 5 items were categorized as having substantial evidence of bias.