Olson, J. F., Dirir, M., & CTEAG Project Management Team. (2010). Establishing the validity of test accommodations and score interpretations for students with disabilities: A collaboration of state-based research (Technical Report for Studies of the Validity of Test Results for Test Accommodations: Connecticut Enhanced Assessment Grant). Council of Chief State School Officers (CCSSO).

Technical report for studies of the validity of test results for test accommodations: Connecticut Enhanced Assessment Grant

Accommodations were not specified; this is a technical report on validity of state test results on accommodated assessments.

From the consortium of 38 state members from 2007–2009 of the Assessing Special Education Students (ASES) and the Technical Issues in Large-Scale Assessment (TILSA) State Collaboratives on Assessment and Student Standards (SCASS), four states—Connecticut, Kentucky, Michigan, and Nevada—provided state assessment data for this research project consisting of five studies. A set of extant data from a total of 1,350 students with various disabilities and 1,130 students without disabilities was analyzed.

In this research project consisting of five studies, the effects of accommodations on students' mathematics and reading/ELA state assessment performance were analyzed at state levels, by comparing students with disabilities to students without disabilities and accommodated with non-accommodated test administrations. Additionally, researchers examined the impact of accommodations on the psychometric characteristics of test items and assessments.

Using accommodations had a significant effect on mean test scores of students with disabilities, and effect of accommodations was different between students with disabilities and students without disabilities. This implies that students with disabilities using accommodations had a greater impact on test results, than for students without disabilities.