ERIC Number: ED500428
Record Type: Non-Journal
Publication Date: 2004-Jan-9
Measuring the Performance of Students with Disabilities and English Language Learners in the National Assessment of Educational Progress
Beaton, Albert E.
National Assessment Governing Board
The purpose of this paper is to stimulate discussion of how to measure the educational progress of Students with Disabilities (SD) and English Language Learners (ELL) students who are deemed unable to sit for the National Assessment of Educational Progress (NAEP) assessment, even with accommodations. As NAEP has become more relevant as a state and national educational indicator, it must adapt to the changing situation without sacrificing its accuracy. The first section of this paper gives a little background for the testing of these students, including mention of some other factors that are current in educational accountability. The following section sketches a proposal for measuring and reporting on the performance of excluded students. (Contains 2 footnotes.) [This paper was commissioned by the National Assessment Governing Board (NAGB) to serve as background information for conference attendees at the NAGB Conference on Increasing the Participation of SD and LEP Students in NAEP.]
Descriptors: Attitudes toward Disabilities, Second Language Learning, National Competency Tests, Educational Indicators, Accountability, Student Evaluation, Performance Based Assessment, Achievement Gains, Testing Accommodations
National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. Tel: 202-357-6938; Fax: 202-357-6945; Web site: http://www.nagb.org
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: National Assessment Governing Board, Washington, DC.