Rullman, D. W. (2003). Use and effectiveness of test accommodations for students with learning disabilities on the Stanford Achievement Test, Ninth Edition (Publication No. 3083416) [Doctoral dissertation, The College of William and Mary]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305280407

The College of William and Mary (Williamsburg, VA); ProQuest document ID: 305280407

The numbers of accommodations used in various combinations were reported in the findings, and examples of accommodations were identified; however, effects of specific accommodations were not separately reported.

Extant data sets for 372 students with learning disabilities who used accommodations, 372 students with learning disabilities who did not use accommodations, and 372 students without disabilities were examined. Grade 4 student performance data were acquired for the 1998 test administration, and again in 2000 (when students were in grade 6). Demographic data including sex (male/female) and race/ethnicity were reported.

Scores on the Stanford Achievement Test, Ninth Edition (Stanford 9) in language, total mathematics, and total reading for 1998 and 2000 were examined. Language scores from 495 students, math scores from 501 students, and reading scores from 120 students—all equally divided into the three groups—were analyzed for groupwise comparisons.

"The most frequently provided accommodation in all subject areas was small group administration (used by 70% to 80% of students with learning disabilities). The results of this study outline the varied use of accommodations across gender and race/ethnicity. One statistically significant finding was that the Hispanic students in this study received significantly more accommodations than other students. This study revealed a test score increase in the Total Reading area when students with learning disabilities used a variety of accommodations compared to students with learning disabilities who did not use accommodations. Results also suggested that the specific accommodations of small group administration and the combination of small group and extended time led to test score improvements in Total Reading."