Rethinking “Standardization” for NAEP to Increase Equity and Access - Technical Report - 2510

Oct 15, 2026

Uploaded by Jake

Technical Report 2510 by Gerald Tindal examines how standardization in NAEP relates to equity and access. It reviews definitions and current practices for test accommodations, summarizes research for students with disabilities and English learners, and compares meta-analytic findings. The report evaluates consistency in adaptation typologies across assessment systems and discusses impacts on NAEP data collection, emphasizing granularity in student population descriptions. It concludes with recommendations and a policy-oriented appendix.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages65

Reading Time2 h 44 min

AccessFree to download

Contents

Abbreviations and Acronyms

Introduction

Standardization, Equity, and Access

Research on Test Accommodations

Consistency of Adaptations in Testing Practices

Impact of Test Adaptations for Students

Speculative Perspectives and Issues

Summary of Recommendations and Research

Appendix A

Technical Report \# 2510 Rethinking “Standardization” for NAEP to Increase Equity and Access Gerald Tindal PhD University of Oregon Published by Behavioral Research and Teaching University of Oregon • 175 Education 5262 University of Oregon • Eugene, OR 97403-5262 Phone: 541-346-3535 • Fax: 541-346-5689 [http://brt.uoregon.edu](http://brt.uoregon.edu) Reference: Tindal, G. (2025). Rethinking “Standardization”for NAEP to Increase Equity and Access. (Technical Report 2510). University of Oregon: Behavioral Research and Teaching. Copyright © 2025. Behavioral Research and Teaching. All rights reserved. This publication, or parts thereof, may not be used or reproduced in any manner without written permission. The University of Oregon is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. This document is available in alternative formats upon request. CONTENTS ABBREVIATIONS AND ACRONYMS ................................................................................................. 5 INTRODUCTION .................................................................................................................................... 6 STANDARDIZATION, EQUITY, AND ACCESS................................................................................ 10 Standards for Educational and Psychological Testing.......................................................... 10 Definitions of Test Adaptations and Student Populations ..................................................... 12 Current NAEP Accommodations Practices ........................................................................... 13 RESEARCH ON TEST ACCOMMODATIONS .................................................................................. 16 NAEP Accommodations Research on Students With Disabilities......................................... 16 NAEP Accommodations Research on English Learners ...................................................... 17 Meta-Analytic Research on Accommodations for SDs ......................................................... 19 Meta-Analytic Research on Accommodations for English Learners ..................................... 29 Summary of Accommodations Research.............................................................................. 34 CONSISTENCY OF ADAPTATIONS IN TESTING PRACTICES..................................................... 37 Smarter Balanced Typology of Test Adaptations.................................................................. 37 State Practices in Typologies of Test Adaptations................................................................ 40 IMPACT OF TEST ADAPTATIONS FOR STUDENTS ..................................................................... 43 Current NAEP Data Collection on Students.......................................................................... 43 Granularity and Specificity of Student Population Descriptions ............................................ 45 SPECULATIVE PERSPECTIVES AND ISSUES............................................................................... 47 Focus Primarily on Function not the Format of the Process ................................................. 47 Distinguish Accommodations From Universal Design Features ........................................... 49 SUMMARY OF RECOMMENDATIONS AND RESEARCH.............................................................. 52 APPENDIX A. NATIONAL CENTER ON EDUCATION OUTCOMES RESEARCH SYNTHESIS AND POLICY ANALYSIS ............................................................................................. 56 EXHIBITS Exhibit 1. Summary Comparison of Universal Design and Accommodations Within and Outside Test Delivery...........................

FAQs

What is the central aim of the report?

The report reconsiders standardization in NAEP to improve equity and access, with attention to how accommodations affect participation and measurement.

Which student groups does the report focus on when discussing test accommodations?

It focuses on students with disabilities and English learners, including related accommodations research and synthesized findings.

How does the report evaluate whether accommodations practices are consistent?

It reviews typologies of test adaptations and examines state practices, assessing consistency across testing practices and systems.

Oct 15, 2026

Uploaded by Jake