The provision of accommodations was indeed found to result in higher levels of inclusion, with little effect on scale scores at the national level, but somewhat greater impact on average scores in some states. The goal of all these activities was to ensure that NAEP samples would be as representative as possible, and that high percentages of sampled students would and could participate. Exclude LEP or EL students only if they could not demonstrate their knowledge of the subject even with an accommodation permitted by NAEP.Include and provide accommodations permitted by NAEP to other such students who can demonstrate their knowledge of the subject only with those accommodations.Include without any accommodation all other such students who could demonstrate their knowledge of the subject without an accommodation.Include without any accommodation all LEP or EL students who had received instruction in the subject primarily in English for 3 years or more and those who were in their third year.Therefore, the guidelines below were used: The phrase "less than 3 school years including the current year" meant 0, 1, or 2 school years. the student could not demonstrate his or her knowledge of the subject in English even with an accommodation permitted by NAEP.the student had received reading or mathematics instruction primarily in English for less than 3 school years including the current year, and.the student's IEP required that the student be tested with an accommodation that NAEP did not permit, and the student could not demonstrate his or her knowledge of the subject without that accommodation.Ī student who was identified as LEP or EL and who was a native speaker of a language other than English should be included in the NAEP assessment unless.the student's cognitive functioning was so severely impaired that he or she could not participate, or.the IEP team or equivalent group had determined that the student could not participate in assessments such as NAEP, or.A student identified on the Administration Schedule as having a disability (SD), that is, a student with an Individualized Education Program (IEP) or equivalent classification, would have been included in the NAEP assessment unless Guidance for accommodation decisions was specific to NAEP. (NAEP's guidelines to schools for determining which students should participate in the assessment were also revised.) The program allowed almost all accommodations that students received in their usual classroom testing. This enabled the program to accomplish three key goals: to maintain data trends to the past, to study the effects of providing assessment accommodations, and to begin new trend baselines in which accommodations were allowed.
NAEP national samples in science and mathematics assessments were split between settings in which testing accommodations were not allowed and settings in which they were. In 1996, NAEP began efforts to study the effect of assessment accommodations on NAEP results, and initiated a transition in which NAEP official reporting samples would come to include students assessed with accommodations.
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