A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities: 2010-2018
- Author(s)
- Kristin K Liu PhD, Sheryl Lazarus, Martha L Thurlow, Janet K Stewart, Erik D Larson
PDF
WebDescription
The purpose of this literature review is to examine the published English learner (EL) accommodations literature between 2010 and 2018 to provide an updated overview of research trends on this subject. Providing accommodations during assessments for students with disabilities has long been a standard requirement in federal education legislation. Providing assessment accommodations for English learners (ELs), on the other hand, is a newer requirement appearing only over the past few decades. As such, state assessment policies vary widely in terms of what accommodations are permitted for ELs on state assessments. Further, many of the allowable accommodations do not address students’ linguistic needs and there is not a large research base to document their effectiveness. In this review, the researchers examine the purpose of each study, the type of assessment measured, the content area assessed, the type of linguistic support accommodation examined, the characteristics of the research sample and the participants, the type of research design, the findings, and the author-identified limitations.
Suggested Citation
National Center on Educational Outcomes. (2020). A Summary of the Research on Test Accommodations for English Learners and English Learners with Disabilities: 2010-2018. Minneapolis, MN.
Details
- Date
- 1/8/2020
- Type
- Report
- Contact
- Michael L Moore moore031@umn.edu or +1 612-626-0546
- Publisher
- National Center on Educational Outcomes (NCEO)
- Collaborators
- Improving Instruction for English Learners Through Improved Accessibility Decisions
Topics
- Educational accountability and assessment
- English Learners with Disabilities
- Accessibility & Accommodations
- English Learners