The objectives of this two‐part study were to: (a) investigate English learner (EL) accommodation practices on state accountability assessments of reading/English language arts and mathematics in grades 3–8, and (b) conduct a meta‐analysis of EL accommodation effectiveness on improving test performance. Across all distinct testing programs, we found that at least one EL test accommodation was provided for both test content areas. The most popular accommodations provided were supplying students with word‐to‐word dual language dictionaries, reading aloud test directions and items in English, and allowing flexible time/scheduling. However, we found minimal evidence that testing programs provide practitioners with recommendations on how to assign relevant accommodations to EL test takers’ English proficiency level. To evaluate whether accommodations used in practice are supported with evidence of their effectiveness, a meta‐analysis was conducted. On average, across 26 studies and 95 effect sizes (N = 11,069), accommodations improved test performance by .16 standard deviations. Both test content and sampling design were found to moderate accommodation effectiveness; however, none of the accommodations investigated were found to have intervention effects that were statistically different from zero. Overall, these results suggest that currently employed EL test accommodations lack evidence of their effectiveness.

中文翻译：

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是否为英语学习者提供的有关国家责任评估的便利是基于证据的？多元研究的系统评价和荟萃分析

这项由两部分组成的研究的目的是：（a）研究英语学习者（EL）适应3-8年级阅读/英语语言艺术和数学的国家责任评估的做法，以及（b）对英语学习者进行荟萃分析EL在提高测试性能方面的有效性。在所有不同的测试程序中，我们发现两个测试内容区域至少提供了一个EL测试工具。提供的最受欢迎的住宿条件是为学生提供单词对单词的双语词典，用英语朗读测试说明和项目，并允许灵活的时间/安排时间。但是，我们发现极少的证据表明考试计划为从业人员提供了有关如何为EL考生的英语水平分配相关住宿的建议。为了评估实践中使用的适应性是否有其有效性的证据，进行了荟萃分析。平均而言，共有26项研究和95项效果评估（N = 11,069），可将测试性能提高0.16标准偏差。测试内容和抽样设计均被认为适中。但是，没有发现所研究的适应性干预措施的干预效果在统计学上不同于零。总体而言，这些结果表明，当前使用的EL测试装置缺乏其有效性的证据。