Janson, I. B. (2002). The effects of testing accommodations on students’ standardized test scores in a northeast Tennessee school system (Publication No. 3042421) [Doctoral dissertation, East Tennessee State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304799182

East Tennessee State University (Johnson City, TN); ProQuest document ID: 304799182

Scores obtained by students who received special education services and did not receive accommodations in 1998 and/or 1999 were compared to scores obtained by the same students who did receive accommodations in later testing. Ninety-nine percent of students who received accommodations were given the read-aloud accommodation, with one student receiving extended-time only.

The sample consisted of 448 students in grades 2–8 who received special education services in one school district in the upper eastern part of Tennessee (U.S.). Students represented 12 different categories of disabilities, with only one with multiple disabilities. Demographic data including sex and ethnicity were reported.

Performance on the Tennessee Comprehensive Assessment Program (TCAP) achievement test was used as the dependent variable. Results from the following years were analyzed: 1998, 1999, 2000, and/or 2001. Academic subjects covered by the test included mathematics, science, and social studies.

Students in special education services who received accommodations experienced significant gain scores in science and social studies in the year they were initially granted accommodations. There were substantial gains in science and social studies in 2000 for students initially receiving accommodations. There were significant gains in social studies and math scores in 2001 for students initially receiving accommodations.