Statewide Assessment Programs

Statewide Assessment Programs

Statewide Assessment Programs

Trimble discussed results for another of Kentucky's statewide assessment programs, the Kentucky Core Content Test (KCCT). He showed examples of KCCT reports for three years (1999-2001) for fourth grade reading and science. These reports summarized performance with the same sorts of bands used for KIRIS results. Results are reported for a variety of population groups including gender, racial ethnic, limited English, and students with disabilities. As with the KIRIS data, this latter category is further disaggregated into those who used accommodations and those who did not. A sample report for the 2001 reading assessment appears in Figure 5-2.

Results for both subject areas and all three years showed that fourth graders with disabilities who used accommodations performed similarly to fourth graders with disabilities who took the test without accommodations, although there was more variability in the latter group. Regardless of the conditions for administration, students with disabilities did not perform as well as those without disabilities. Trimble presented tables for the same three-year period (1999-2001) for the KCCT reading test in grades four, seven, and ten and the KCCT science test in grades four, seven, and eleven. These reports contrasted means for the total population with means for four groups (general population, students with disabilities, students with disabilities who received accommodations, and students with disabilities who did not receive accommodations). A sample of one of these tables for fourth grade reading appears in Figure 5-3. Over the three-year period, the students with disabilities who received accommodations outperformed their nonaccommodated counterparts by 3 to 5 points in fourth grade reading.

In seventh grade reading, the nonaccommodated students slightly outscored the accommodated students by 3 to 6 points over the three-year period. For tenth grade reading, the nonaccommodated students also outperformed the accommodated students, and the differences were quite a bit larger (from 10 to 15 points) over the three years. Similar patterns were evident in science over the three-year period. Fourth graders with disabilities who received accommodations scored 3 to 5 points higher than those who did not receive accommodations. In seventh grade, nonaccommodated test takers scored higher than accommodated test takers by 4 to 6 points; and in eleventh grade, the difference was 11 to 13 points over the three years. Finally, Trimble compared results for accommodated and nonaccommodated test takers on the KCCT with similar data from the Comprehensive Test of Basic Skills (CTBS) and NAEP, noting that these are the sorts of comparisons that may soon be required by law. On the CTBS, students with disabilities in Kentucky who took the test without accommodations attained overall mean scores that were higher than for those who received accommodations. This finding was consistent across the grade levels (third, sixth, and ninth). On NAEP's mathematics and science assessments in 2000, mean scaled scores were identical for Kentucky's fourth graders with disabilities who received accommodations on NAEP not receive accommodations. On the other hand, the i and those who did means ics and science for Kentuckys eighth graders with disabilities in mathemat who were not accommodated on NAEP were slightly higher (by 2 scale score points) than for those who were accommodated. Trimble concluded that these results show that performance on the KCCT and NAEP appears to be reasonably consistent. 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.

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