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ERIC Number: ED472451
Record Type: Non-Journal
Publication Date: 2003-Feb
Pages: 112
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Including Special-Needs Students in the NAEP 1998 Reading Assessment. Part I: Comparison of Overall Results with and without Accommodations. A Report on 1998 NAEP Research Activities. Statistical Analysis Report.
Lutkus, Anthony D.; Mazzeo, John
This report first presents National Assessment of Educational Progress (NAEP) 1998 reading assessment results that are recalculated to include results from special needs students who were tested with accommodations. It also examines the impact on NAEP results of the varying exclusion rates of special needs students by participating states and other jurisdictions. Some findings were: (1) there were no statistically significant differences between the originally reported national average scale scores (with no accommodations) and the recalculated average scores (including data from assessments with accommodations); (2) there were no statistically significant differences in national average reading scale scores between the two sample types at any grade for either male or female students; (3) there were no statistically significant differences in the national data between the two sample types of any ethnic group in any grade; (4) allowing accommodations in the reading assessment resulted in decreased exclusion rates; (5) states varied in the percentage of students with accommodations tested (from 1% to 5%); and (6) there is a negative relationship between the change in inclusion rates and difference in average scale scores. Many tables and figures provide detailed analysis of the report's findings. Two appendices provide the legislative context for assessment of special-needs students and a data appendix. (DB)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; Web site: http://www.edpubs.org. For full text: http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003467.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress