NAEP Process Data Innovation Grant

The implementation of standardized testing in the United States, notably accelerated by the No Child Left Behind Act of 2001, aimed to establish a consistent means of evaluating student and school performance. However, this standardized approach presents challenges for students with disabilities (SWDs) due to the inflexible nature of these assessments. Advocates argue that accommodations level the playing field, enabling SWDs to demonstrate their abilities fairly, while concerns have arisen about the fair allocation of accommodations and the risk of abuse.

 

During the 2017–18 school year, 14% of K–12 students in the U.S. received an individualized education program under the Individuals with Disabilities Education Act, with an additional 2.3% qualifying for a 504 Accommodation Plan under the Americans with Disabilities Act. These plans provided crucial accommodations not only in instructional settings but also in testing environments to enhance academic performance. Despite extensive research on testing accommodations for SWDs, our understanding of their effectiveness remains limited, with data on utilization often being scarce or unreliable.

 

This project aims to bridge this knowledge gap by examining the relationship between the availability and utilization of accessibility features and math performance, using process data from the National Assessment of Educational Progress (NAEP).