Validity of accommodations for LEP students with disabilities in math and English proficiency
content assessments
Project Summary
The primary goal of this study is to address the needs of states to identify valid accommodations for
LEP students with disabilities to help in the administration, scoring and reporting of the newly developed
English Language Development Assessment (ELDA). The secondary goal is to provide research-based
information on the effectiveness and validity of accommodations used in the assessments for students
with limited English proficiency (LEP), students with disabilities (SD) and LEP student with disabilities
(LEP W D). Based on the findings of this study, recommendations will be provided for selecting the most
effective and valid accommodations for LEP, SD and LEP W D students in large-scale assessments in
different subject areas, in particular, in math and English proficiency.
This study examines the validity of accommodations in two ways: (1) by comparing the
performance of accommodated and non-accommodated non-LEP/non-SD students for whom
accommodations are not intended, and (2) by comparing the criterion-related validity of accommodated
and non-accommodated assessment within a structural equation modeling approach. The large number of
states participating in this project makes it possible for the results to be generalized to the nation with a
greater level of confidence.
In this study, effectiveness, validity and differential impact of accommodations will be examined in
two content areas, English proficiency (ELDA) and math. English proficiency content area was selected
since that is the main focus of this study. Math was also selected since it is one of the main areas of
assessment in the state and national accountability system.
Common questions asked by the participating states
How big of a commitment this would be for my state?
This study is a very simple study and needs only 2 elementary, 2 middle, and 2 high schools from your
state. Within each school, only 4 classrooms will be needed. Thus, only a maximum of 600 children from
your state needed to participate in this study.
Why I need to participate in this study? How my state could benefit from this study?
The results of this study help your state identify effective and valid accommodations for the state Title III
assessment using ELDA or any other English language proficiency tests. Without such information you
may not be able to report English proficiency assessment outcomes for accommodated LEP students with
disabilities. In addition, this study will identify valid and effective accommodations for the state NCLB
Title I assessments in math.
Do I receive a report of the results of this study?
States will receive a copy of the final report of this study after approval form the US Department of
Education. In addition, each state receives specific information on the validity and effectiveness of the
accommodations used by that state.
What are state’s responsibilities for this study?
1. Identify a state contact person to work with the research team at ARDAC (Advance Research &
Data Analyses Center).
2. The state contact person will provide information for the school testing sites including a school
contact person for each school. ARDAC will coordinate with the school contact person in
planning for test administration. ARDAC will be responsible for the test administration,
therefore, state has no testing responsibility in the project.
Summarize my state responsibilities
1. Provide testing sites
2. Coordinate test administration with ARDAC
3. Answer possible research questions ARDAC may have
Do the participating schools receive an honorarium?
Teacher from each participating class will be asked to complete a class roster (information on students
background and state test scores) and will receive $120 in form of a gift card from Office Depot or
Staples to purchase materials needed for the class. In addition, the schools contact person will receive
$250 for coordinating the school testing efforts.
When testing will be done?
To reduce testing burden on schools, testing will be done at the time convenient to schools when minimal
level of testing administration is scheduled. Our plan for this phase of the study is to conduct the test
administration anytime between September 1st, to November 30th 2006 depending on state’s availability.
Which classes will be tested and how much testing time is needed for this study?
Four classes from each of the six school will be selected (two grade 4 and two grade 5 classes from each
of the two elementary schools, two grade 7 and two grade 8 from each of the two middle schools, and two
grade 11 and two grade 12 from each of the two high schools). Grades 4, 7, 11 and 12th will be tested in
ELDA and grades 5 and 8th in NAEP math; therefore, each of the selected grade levels will be tested in
one subject area, either ELDA or math using state approved accommodations. Students will be tested in
their intact classrooms. There will be no need to put groups of students together to create larger groups.
Of the four ELDA subscales, only reading and writing sections will be administered. This will take two
class-periods. For math testing, one class period is needed.
If my state agrees to participate then what would be the next step?
Someone from ARDAC will contact you to start the process. Each school needs to identify a school
contact person who works with ARDAC in planning the research.
Confidentiality of the information
Information received from states at the student, teacher, school and state level will remain strictly
confidential and will be destroyed upon the completion of the study. The report of the study will NOT
include state name or any other identifiable information unless it is specifically requested by the
participating states.