To convert research about accessibility into policy for students with disabilities
Research analysis at NCEO advises states and school districts about academic testing
For much of its existence, NCEO has been asserting the need for the ongoing empirical study of accommodations for students with disabilities, as well as English learners with disabilities. Chris Rogers leads the work of tracking empirical research in the areas of accommodations and Alternate Assessments based on Alternate Achievement Standards (AA-AAS) in order to curate NCEO’s online bibliography databases. He also collaborates on the production of summative research syntheses and other documents to inform the dynamic, emerging academic and research to practice fields.
The Accommodations Bibliography online database summarizes hundreds of works, documenting studies that investigated the effects of accommodations on the performance of students with disabilities, test-takers’ perceptions of their experiences using accommodations during assessments, and educators’ and other professionals’ insights into implementation of accommodations practices. This collection has interactive features, facilitating searches into specific types of accommodations as well as various educational levels (including postsecondary education), academic content areas, and historical or recent investigations. The search results permit users to download lists of relevant research, and to dig deeper to find out about various aspects of each study including the participant sample and findings.
NCEO has also developed and curated an online database of research on the AA-AAS, as well as inquiry into standards-based instruction for students with significant cognitive disabilities. The AA-AAS Bibliography online database lists hundreds of documents reporting on studies about validity and alignment, perceptions, and descriptions of AA-AAS administration and use. In addition, the AA-AAS Bibliography tracks empirical inquiry into standards-based academic instruction for students with cognitive disabilities, and policy and reform related to academic instruction and assessment of students with significant cognitive disabilities. This collection has interactive features, facilitating explorations of research such as intervention studies, literature reviews, alignment studies, and technical analyses. The collection includes various types of publications, including reports, book chapters, and academic journal articles, among others, and dates back to works published since 1996.
“As states develop new assessments, it is important that they carefully review content domains to see how they compare to domains for the general assessment... States have an opportunity to develop and implement better science AA-AAS that more appropriately measure what students know and can do.”
Rogers points out the escalating attention that technology advancements have injected into accommodations and AA-AAS research, and the activities of states in incorporating accommodations and accessibility into new assessments and assessment systems. Rogers is delighted to promote these online databases and products he and his colleagues develop to support professionals at the state and local levels to help students with disabilities demonstrate what they know and learn.