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ERIC Number: ED431787
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 7
Abstractor: N/A
Reference Count: N/A
NAEP Math Test Accommodations for Students with Limited English Proficiency.
Abedi, Jamal
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
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