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ERIC Number: ED568159
Record Type: Non-Journal
Publication Date: 2016-Jul
Pages: 33
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
2015-16 High School Assessment Accommodations Policies: An Analysis of ACT, SAT, PARCC, and Smarter Balanced. NCEO Report 403
Lazarus, Sheryl S.; Thurlow, Martha L.
National Center on Educational Outcomes
During the 2015-16 school year, 25 states used assessments aligned to college- and career-ready standards developed by consortia of states (i.e., Partnership for Assessment of Readiness for College and Careers--PARCC, Smarter Balanced Assessment Consortium--Smarter Balanced) as their accountability assessments. The participation of students with disabilities in all state- and district-administered assessments is required by the Individuals with Disabilities Education Act (IDEA), which also requires that they be provided accommodations as appropriate. The Elementary and Secondary Education Act (ESEA) confirms the participation requirements for students with disabilities and adds requirements for the participation of English learners (ELs) in state-administered assessments. With the reauthorization of ESEA in 2015, IDEA requirements for reporting on the number of students using accommodations was confirmed; the reauthorization added the requirement that accommodations be provided to ELs for both content and English Language Proficiency (ELP) assessments. This report provides a snapshot of how accommodations were included in policies across ACT, SAT, PARCC, and Smarter Balanced during the 2015-16 school year. Data for this analysis were obtained through the examination and analysis of publicly available information, including accommodations manuals and other policy documents. There was wide variation in the accessibility and accommodations policies of ACT, SAT, PARCC, and Smarter Balanced in 2015-16. The results of the analysis are organized as follows: (1) the accessibility and accommodations approach of each assessment; (2) a crosswalk of the approaches of the assessments; and (3) the specific accommodations that were allowed for each of the assessments. This analysis strongly indicates that there is a need for more research. The following are appended: (1) Documents Used in Analysis; (2) Documentation Requirements; and (3) Specific Accommodations.
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: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center on Educational Outcomes; Council of Chief State School Officers (CCSSO); National Association of State Directors of Special Education (NASDSE)
Identifiers - Location: Connecticut; Michigan; New Hampshire
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test)
Grant or Contract Numbers: H326G110002