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ERIC Number: EJ1085555
Record Type: Journal
Publication Date: 2016-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0022-4669
Patterns of Statewide Test Participation for Students with Significant Cognitive Disabilities
Saven, Jessica L.; Anderson, Daniel; Nese, Joseph F. T.; Farley, Dan; Tindal, Gerald
Journal of Special Education, v49 n4 p209-220 Feb 2016
Students with significant cognitive disabilities are eligible to participate in two statewide testing options for accountability: alternate assessments or general assessments with appropriate accommodations. Participation guidelines are generally quite vague, leading to students "switching" test participation between years. In this study, we tracked test participation for two cohorts of students with a documented disability over 3 years. Results suggested approximately 25% of students who initially took the alternate assessment switched test type at least once, although patterns of switching were not consistent across disabilities. Students on the performance "bubble" were more likely to switch test participation. Test switching poses challenges for monitoring students' academic growth within accountability frameworks.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324C110004