ERIC Number: ED431787
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
NAEP Math Test Accommodations for Students with Limited English Proficiency.
The impact of testing accommodation on the performance of students with limited English proficiency (LEP) was studied, focusing on the possibility of differential impact of accommodation strategies on subgroups formed based on students' background characteristics and the validity of assessments using accommodated versus nonaccommodated assessments. Using mathematics items from the National Assessment of Educational Progress, four accommodations were examined: (1) modified (simplified) English; (2) a glossary with definitions for potentially difficult nonmathematics terms; (3) extra testing time; and (4) the glossary plus extra time. The accommodated assessments were distributed to 900 middle school students, some of whom were LEP students. Receiving extra time had a favorable impact on student achievement, and extra time plus the glossary had the greatest positive effects. Results also suggest differential impact of accommodations on different subgroups of English language learners when characteristics of socioeconomic status, type of mathematics class, language of instruction, English proficiency, and time in the United States were considered. Determining the validity of the accommodated examinations was complicated, but results indicate that accommodation also significantly increases the performance level of non-LEP students. (SLD)
Descriptors: Achievement Gains, Definitions, English (Second Language), Glossaries, Grade 8, Language of Instruction, Limited English Speaking, Mathematics Achievement, Mathematics Tests, Middle School Students, Middle Schools, Performance Factors, Socioeconomic Status, Student Characteristics, Test Construction, Test Items, Test Results, Testing Accommodations, Timed Tests
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress