NCEO Synthesis Reports: Varied Opinions on How to Report Accommodated Test Scores: Findings Based on CTB/McGraw-Hill's Framework for Classifying Accommodations (#49)

Part of the NCEO Synthesis Reports series.
John Bielinski, Alan Sheinker, James E Ysseldyke


This year 2003 report outlines the challenges of state education agencies determining the most appropriate way to report test scores of students receiving accommodations. These three ways are to (1) report all scores in the aggregate (i.e., do not differentiate between accommodated and non-accommodated test scores), (2) report accommodated scores separately, and (3) report accommodated scores both in the aggregate as well as separately. These approaches reflect different beliefs on how accommodations influence test scores, and the perceived need for future accommodations research. Survey results include perceptions held by people familiar with policy or research on the way in which test scores are influenced by accommodations and how scores obtained under accommodated conditions are to be treated in reporting. The results show that the extent of agreement about how accommodated scores should be treated depends on the accommodation. The study also shows how deep-seated beliefs lead some respondents to consider almost no accommodation as changing the construct, whereas other respondents consider almost all accommodations as influencing the construct being measured.


April 2003 
Number 49
National Center on Educational Outcomes (NCEO)


  • Specific life stage
    • Children
    • Adolescents and young adults
  • Educational accountability and assessment
    • Accessibility & Accommodations
    • Assessment Reporting
    • Students with Disabilities