ABSTRACT Using two states’ grades 3 through 8 state assessment databases, this study documents the extent to which students were assigned testing accommodations for ELA or mathematics in only one of two consecutive years. The percentage of students with disabilities who were assigned accommodations in the current year only or in the prior year only in a given grade statewide was not trivial, sometimes exceeding 25%. The relationship between inconsistent assignment to any accommodations and both students’ prior proficiency level and aggregate growth is also documented. Group differences were observed at the state level. No practical differences were observed when covariates for inconsistent assignment were included in school value-added models, but very few schools had a substantial proportion of students with disabilities assigned accommodations inconsistently in a given grade. Implications for research and practice are discussed.

中文翻译：

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测试住宿和学生学习成绩的衡量

摘要本研究使用两个州的3至8年级州评估数据库，记录了仅连续两年中一年中为学生分配的ELA或数学考试设施的程度。仅在当年或仅在上一年在全州范围内分配住宿的残障学生所占比例微不足道，有时超过25％。还记录了对任何住宿的不一致分配与学生先前的熟练水平和总体增长之间的关系。在州一级观察到群体差异。当学校增值模型中包含不一致分配的协变量时，没有发现实际差异，但是很少有学校有很大比例的残疾学生在给定的年级分配不一致的住宿条件。讨论了对研究和实践的意义。