Use and effectiveness of test accommodations for students with learning disabilities on the Stanford Achievement Test, Ninth Edition.

摘要

This study investigated the use and effectiveness of test accommodations for students with learning disabilities (SWLD) on the Stanford Achievement Test, Ninth Edition (Stanford 9) in the areas of Total Reading, Total Math, and Language. Emphasis was placed on differences across gender and race/ethnicity. Types and numbers of accommodations were examined as well as their effectiveness. Minor differences were found among types and numbers of accommodations by gender and race/ethnicity. This mainly occurred for Hispanic students who received significantly more test accommodations than other race/ethnicity groups.;A relationship was also discovered in Total Reading between accommodation use and improvement in test scores of SWLD when a variety of accommodations were used in comparison to SWLD who did not use accommodations. Likewise, a relationship between use of specific accommodations and test score improvement was suggested in Total Reading for the accommodations of small group administration and the combination of small group and extended time.;Implications are that more information is needed not only in regards to the effectiveness of test accommodations, but also in the processes that are used to select and implement accommodations. Educational leadership is vital in increasing knowledge of apt accommodation use.