Implication's For NAEP

Implication's For NAEP

Implication's For NAEP

The work of this committee was stimulated by concerns about including students with disabilities and English language learners in the National Assessment of Educational Progress (NAEP) and about the effects that accommodations they receive may have on their performance. The National Center for Education Statistics, which initiated the study, asked the NRC to examine NAEP's policies regarding the inclusion of students with disabilities and English language learners in its assessments, the use of accommodations for these students, and a variety of questions related to these issues. In response, the committee has focused much of its attention on reasons why NAEP officials should review their policies in both of these areas, compare them with those of the states, and work toward greater consistency between NAEP's policies and those used in the states.

We have recommended that NAEP continue to pursue the goal of maximizing the participation of all students, and that NAEP officials be mindful of the requirements states must meet under the No Child Left Behind Act, recognizing that even though no formal comparisons of state scores to NAEP results are required, NAEP is frequently viewed as an informal benchmark for state results. We hope that this report makes evident that the committee believes it is very important that the sometimes stark differences between the policies in effect for NAEP and those used by states be recognized, and, to the extent possible, reduced. At the same time, NAEP has in many ways been a model for the assessment community. Much groundbreaking research has been conducted by NAEP's sponsors and others associated with the NAEP program, such as Educational Testing Service (ETS). The developers of NAEP assessments have taken advantage of advances in educational measurement and have been early users of new item types and modes of assessment, such as constructed-response formats, items that require the use of calculators, items that require students to interact with objects such as atlases or scientific specimens, and the like.

The NAEP Arts assessment, for example, has demonstrated the willingness of NAEP's sponsors and assessment developers to explore new ways of gaining information about students' knowledge and skills. For this part, children might have considerations about how to understand a foreign language, learning a foreign language needs a leaning tools, many children choose Rosetta Stone Russian and Rosetta Stone Spanish to learn Russian and Spanish. With examples such as these, NAEP has motivated many states to consider and adopt more creative testing approaches than they had been using (National Research Council, 2000a). Given this record, the committee believes that NAEP has a responsibility to take the lead as well on the complex issues surrounding the assessment of students with disabilities and English language learners. NAEP has published one study on the validity of accommodations that uses an external criterion variable (Weston), and several other studies are underway. We encourage NAEP to continue to pursue research that follows this model. More generally, we hope that the recommendations in this report will spur NAEP's sponsors to set an example of forward-looking research and practice in these areas.

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