A Summary of the Research on the Effects of K–12 Test Accommodations: 2022 - Executive Summary

Oct 15, 2026

A synthesis of research published in 2022 examines how K–12 testing accommodations affect U.S. elementary and secondary students, focusing on validity, effectiveness, and interpretability of assessment results. The report summarizes findings from four studies meeting inclusion criteria, noting fewer publications than prior years, potentially linked to COVID-19 disruptions. Included dissertations investigate teacher, student, and parent perceptions, using primarily qualitative methods across mathematics, reading, and science assessments, with one study not specifying content area.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Executive Summary

Overview

Review Process

Results

Discussion

References

Appendix A: Research Literature Identification

Appendix B: Annotated Bibliography of 2022 Accommodation Research Studies

Appendix C: Study Characteristics

A Summary of the Research on the Effects of K–12 Test Accommodations: 2022 NCEO Report 444 NCEO Report 444 A Summary of the Research on the Effects of K–12 Test Accommodations: 2022 Virginia A. Ressa, Sheryl S. Lazarus, Christopher M. Rogers, Kascinda Fleming, and Mari Quanbeck August 2024 All rights reserved. Any or all portions ofthis document may be reproduced and distributed without prior permission, provided the source is cited as: Ressa, V. A., Lazarus, S. S., Rogers, C. M., Fleming, K., & Quanbeck, M. (2024). A summary of the research on the effects ofK–12 test accommodations: 2022 (NCEO Report 444) . National Center on Educational Outcomes. The Center is supported through a Cooperative Agreement (\#H326G210002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Consistent with EDGAR §75.62, the contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: David Egnor In collaboration with: NCEO Core Staff Sheryl S. Lazarus, Director Jessica Bowman Gail Ghere Linda Goldstone Andrew R. Hinkle Kristi K. Liu Michael L. Moore Darrell Peterson Mari Quanbeck Virginia A. Ressa Christopher M. Rogers Kathy Strunk Yi-Chen Wu National Center on Educational Outcomes University of Minnesota 2025 East River Parkway, Room 1-330 • Minneapolis, MN 55414 Phone 612/626-1530 [http://www.nceo.info](http://www.nceo.info) The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. This document is available in alternative formats upon request. ~~Executive Summary ~~ Research on test accommodations provides valuable information that informs policy and practice. This report presents a synthesis of the research literature published in 2022 on testing accommodations for U.S. elementary and secondary students (K–12) . The National Center on Educational Outcomes (NCEO) has reported on accommodations research since 1999. In 2022, NCEO identified four research studies on testing accommodations that met the criteria for inclusion. This was fewer studies than in previous years. The limited number of published studies focusing on accommodations maybe the result of gaps in testing data due to COVID-19, as well as other lingering effects of the pandemic. All the studies published in 2022 that met the criteria were dissertations. The studies presented in this report provide an update on the state of the research on testing accommodations. These studies addressed several topics including research on teacher, student, and parent perceptionsand perspectives regarding accommodations. Primary data were collected for all of these studies, and most of the studies used qualitative methods. The studies published in 2022 included studies conducted at the elementary, middle school, and high school levels. The studies addressed the use of accommodations on mathematics, reading, and science assessments; one study did not specify the content area. Executive Summary ................................................................................................................. iii Overview ................................................................................................................................... 1 Review Process .................................................................................

FAQs

What is the purpose of this 2022 K–12 test accommodations research summary?

It synthesizes 2022 research on testing accommodations for U.S. elementary and secondary students to inform policy and practice.

How many studies met the inclusion criteria in 2022?

NCEO identified four research studies in 2022 that met the criteria for inclusion.

What kinds of topics and methods do the included studies cover?

The studies address perceptions from teachers, students, and parents, use primarily qualitative methods, and include work across mathematics, reading, and science assessments.

Oct 15, 2026

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