Hall, S. E. H. (2002). The impact of test accommodations on the performance of students with disabilities (Publication No. 3045478) [Doctoral dissertation, The George Washington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305575304
The George Washington University (Washington, DC); ProQuest document ID: 305575304
Students received a variety of accommodations including extended-time, dictated response, small group, and oral delivery (read-aloud) of the test.
The sample consisted of grade 5 students with and without disabilities who participated in the Maryland School Performance Assessment Program (MSPAP; U.S.) in 2000.
Results from the 2000 administration of the Maryland School Performance Assessment Program (MSAP) were used as the dependent variable in this post-hoc analysis. The MSPAP assesses reading, writing, language use, mathematics, science, and social studies.
The study found that nearly 75% of fifth grade students with disabilities who participated in the MSPAP 2000 received test accommodations. Nearly half of these students received reading accommodations that invalidated the construct of the reading test, and almost a third of these students received writing accommodations that invalidated the language usage test. These reading and writing accommodations resulted in the reading and language usage scores of thousands of students with disabilities not being reported. Seventy-five percent of students with disabilities received accommodations and a third of these students met the satisfactory standard in the subject areas assessed. Also, although 25% of students with disabilities did not receive accommodations, about one-third of these students met the satisfactory standard.