The responses of students with disabilities (SD) and English language learners (ELL) on NAEP assessments represent those of hundreds of other similar students. Without them, information about how to best meet the educational needs of these students would be lost. NAEP incorporates inclusive policies and practices into every aspect of the assessment, including selection of students, participation in the assessment administration, and valid and effective accommodations. This is essential to ensuring an assessment that yields meaningful NAEP results for all students. By representing their peers across the nation on NAEP, students with disabilities and English language learners help to ensure that NAEP results can be used to inform efforts to improve educational programs.
Just like any other student, SD and ELL students are selected to participate in NAEP. Within each selected school and grade to be assessed, students are chosen at random to participate in NAEP. Regardless of race/ethnicity, socioeconomic status, disability, status as an English language learner, or any other factors, every student has the same chance of being selected, because NAEP is administered to a sample of students who represent the student population of the nation as a whole, and for state level tests, of each individual state.
The accommodations allowed on NAEP and those allowed in states are often similar, but there may be some differences. Sometimes these differences result from the way that the subject being measured is defined in the NAEP frameworks. For example, NAEP does not allow read-aloud of any part of the NAEP reading test except the instructions, because decoding words is part of what the NAEP framework is measuring.
The many accommodations available in NAEP can be categorized for ease of understanding:
Standard NAEP Practice, for SD and/or ELL
| Standard Accommodations for SD/ELL Students | Math | Reading | Science | Writing (CBA) | Civics, Economics, Geography, U.S. History | Music and Visual Arts | TEL (pilot 2013) | Writing (before CBA; paper and pencil) |
|---|---|---|---|---|---|---|---|---|
| Extended time | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Small group, or one-on-one | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| One-on-one | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Directions only read aloud in English | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Test items read aloud in English – occasional or most/all | Yes | No | Yes | Yes | Yes | Yes | Yes | Yes |
| Breaks during test | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Writes directly in the booklet | No | No | No | No | No | No | No | No |
Other Accommodations for SD students
| Other Accommodations for SD Students | Math | Reading | Science | Writing (CBA) | Civics, Economics, Geography, U.S. History | Music and Visual Arts | TEL (pilot 2013) | Writing (before CBA; paper and pencil) |
|---|---|---|---|---|---|---|---|---|
| Calculator version of the test FN3 |
Yes FN3 | No |
No | No | No | No | No | No |
| Must have an aide present in the testing room |
Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Responds orally to a scribe | Yes | Yes | Yes | Yes | Yes | Yes | Yes | No |
| Large print version of the test | Yes | Yes | Yes | Yes UD | Yes | Yes (Music Only) | Yes UD |
Yes |
| Magnification | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Uses template/special equipment/preferential seating | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Cueing to stay on task | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Presentation in Braille | Yes | Yes | No |
Yes | Yes | Yes | Yes | Yes |
| Response in Braille | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
| Presentation in Sign Language | Yes | No | Yes | Yes | Yes | Yes | Yes | Yes |
| Response in Sign Language | Yes | Yes | Yes | Yes | Yes | No | No | No |
Other Accommodations for ELL students
| Accommodations for ELL Students | Math | Reading | Science | Writing (CBA) | Civics, Economics, Geography, U.S. History | Music and Visual Arts | TEL (pilot 2013) | Writing (before CBA; paper and pencil) |
|---|---|---|---|---|---|---|---|---|
| Bilingual dictionary without definitions in any language | Yes | No | Yes | No | Yes | Yes | Yes | No |
| Directions only read aloud in Spanish | Yes | Yes |
Yes | Yes |
Yes | Yes (in Music, No in VisArt) | No | Yes |
| Spanish/English version of the test (not g12) | Yes | No | Yes | No FN6 |
Yes FN3 | Yes |
No |
No |
| Test items read aloud in Spanish (not g12 Math) | Yes | No | Yes | No | Yes |
No |
No | No |
Universal Design Elements and descriptions
| Universal Design Elements available for all students in Computer-Based Assessments | Used for CBA Writing 2011 and TEL pilot 2013 |
|---|---|
| Adjusting font size | Text size options are provided for short standalone items (e.g., multiple choice and short constructed response items), but not for the scenario-based tasks which will be the standard 14-point font. For the short standalone items, students can change between three sizes ranging from approximately 14-point font to approximately 48-point font. Forty-eight point font is approximately ¾ - inch tall. NOTE: This only enlarges the short standalone items , NOT the scenario-based tasks, tool icons, menus, etc. |
| Small group | Unnecessary due to the mode of test administration. All students are interacting on a one-on-one basis with the computer and will have earbuds to reduce distractions. Read aloud and other accommodations will be provided through the compute |
| One-on-one | Unnecessary due to the mode of test administration. All students are interacting on a one-on-one basis with the computer and will have earbuds to reduce distractions. Read aloud and other accommodations will be provided through the computer and will not distract other students in the room. |
| Directions only read aloud in English-occasional (text to speech) | General directions are read aloud to all students. Directions within the assessment can be read aloud using the text to speech function. See Test items read aloud in English for more information. |
| Test items read aloud in English – occasional (text to speech) | Students select some or all text to be read aloud. Tutorial explains how to do this and has full audio. Text selection is provided for short standalone items (e.g., multiple choice and short constructed response items). For scenario-based tasks, all text is read aloud; individual words or phrases cannot be selected. |
| Test items read aloud in English – most or all (text to speech) | Students select some or all text to be read aloud. Tutorial explains how to do this and has full audio. Text selection is provided for short standalone items (e.g., multiple choice and short constructed response items). For scenario-based tasks, all text is read aloud; individual words or phrases cannot be selected. |
| Using a computer or typewriter to respond | All students respond on NAEP-provided laptops. |
| Adjusting contrast or colors | Students have a choice of three color options, or skins, including one high-contrast option. |
| Highlighter tool | A yellow highlighter tool is available for short standalone items (e.g., multiple choice and short constructed response items). NOTE: This tool is not available for the student questionnaire or the scenario-based tasks. |
| Eliminating answer choice tool | A tool for eliminating answer choices for short standalone items (e.g., multiple choice and discrete items) in the cognitive section of the assessment (as appropriate). NOTE: This tool is not available for the student questionnaire or the scenario-based tasks. |
