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ERIC Number: ED545326
Record Type: Non-Journal
Publication Date: 2013-Aug
Pages: 190
Abstractor: ERIC
Reference Count: 18
Accommodations for Students with Disabilities on State English Language Proficiency Assessments: A Review of 2011 State Policies
Christensen, Laurene L.; Albus, Debra A.; Liu, Kristin K.; Thurlow, Martha L.; Kincaid, Aleksis
National Center on Educational Outcomes
English language learners (ELLs) with disabilities are required to participate in all state and district assessments similar to their peers without disabilities. This includes assessments used for the Elementary and Secondary Education Act (ESEA) Title I accountability purposes for demonstrating proficiency in academic content, assessments used for Title III purposes to measure yearly growth in English proficiency (in reading, writing, speaking, and listening), and other state and local assessments administered to all students. This report documents states' participation and accommodation policies for ELLs with disabilities on their English Language Proficiency (ELP) assessments. The states' online policies from 2011, after state verification, showed that 49 states addressed participation criteria for ELLs with disabilities. Of these states, 36 states allowed for selective participation of students with disabilities on the ELP assessment, meaning that a student may participate in some domains but not others. Most often, ELLs who were deaf/hard of hearing or who had visual impairments or blindness were considered for selective participation. Across the 50 states and the District of Columbia, policies varied with regard to whether an IEP or 504 plan was required to receive an accommodation. A total of 37 states mentioned that an IEP or 504 plan was required. However, five states did not require an IEP or 504 plan in order for an ELL to receive an accommodation on the ELP assessment. An additional nine states provided no policy information. Specific accommodation policies also varied across states. The accommodations most often allowed were Large Print (N = 46) and Proctor/Scribe (N = 42). The most often prohibited accommodations were Bilingual Dictionary (N = 38) and Native Language Translation of Test (N = 35). The summary of findings suggests that, over time, states have become more detailed in their policies relating to participation and accommodations for ELLs with disabilities on ELP assessments. Continued attention to the participation and performance of ELLs with disabilities in ELP and other state assessments is essential. Two appendices present: (1) State Documents Used in Analysis of Participation; and (2) Participation and Accommodation Guidelines by State. [This report was produced by the Improving Validity of Assessment Results for English Language Learners with Disabilities (IVARED) project of the National Center on Educational Outcomes.]
National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail:; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: National Center on Educational Outcomes
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; Elementary and Secondary Education Act Title III; Individuals with Disabilities Education Act; No Child Left Behind Act 2001; Rehabilitation Act 1973 (Section 504)