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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. 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(2025). Rethinking “Standardization”for NAEP to Increase Equity and Access.  \n(Technical Report 2510). University of Oregon: Behavioral Research and Teaching.  \nCopyright © 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.  \nThe 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.  \nCONTENTS  \nABBREVIATIONS AND ACRONYMS ................................................................................................. 5  \nINTRODUCTION .................................................................................................................................... 6  \nSTANDARDIZATION, EQUITY, AND ACCESS................................................................................ 10  \nStandards for Educational and Psychological Testing.......................................................... 10  \nDefinitions of Test Adaptations and Student Populations ..................................................... 12  \nCurrent NAEP Accommodations Practices ........................................................................... 13  \nRESEARCH ON TEST ACCOMMODATIONS .................................................................................. 16  \nNAEP Accommodations Research on Students With Disabilities......................................... 16  \nNAEP Accommodations Research on English Learners ...................................................... 17  \nMeta-Analytic Research on Accommodations for SDs ......................................................... 19  \nMeta-Analytic Research on Accommodations for English Learners ..................................... 29  \nSummary of Accommodations Research.............................................................................. 34  \nCONSISTENCY OF ADAPTATIONS IN TESTING PRACTICES..................................................... 37  \nSmarter Balanced Typology of Test Adaptations.................................................................. 37  \nState Practices in Typologies of Test Adaptations................................................................ 40  \nIMPACT OF TEST ADAPTATIONS FOR STUDENTS ..................................................................... 43  \nCurrent NAEP Data Collection on Students.......................................................................... 43  \nGranularity and Specificity of Student Population Descriptions ............................................ 45  \nSPECULATIVE PERSPECTIVES AND ISSUES............................................................................... 47  \nFocus Primarily on Function not the Format of the Process ................................................. 47  \nDistinguish Accommodations From Universal Design Features ........................................... 49  \nSUMMARY OF RECOMMENDATIONS AND RESEARCH.............................................................. 52  \nAPPENDIX A. NATIONAL CENTER ON EDUCATION OUTCOMES RESEARCH SYNTHESIS AND POLICY ANALYSIS ............................................................................................. 56  \nEXHIBITS  \nExhibit 1. Summary Comparison of Universal Design and Accommodations Within and Outside Test Delivery...........................","cbCaimcL0sOJ7b6B","https://ap.wps.com/l/cbCaimcL0sOJ7b6B","pdf",968587,65,"English","# Contents\n## Abbreviations and Acronyms\n## Introduction\n## Standardization, Equity, and Access\n## Research on Test Accommodations\n## Consistency of Adaptations in Testing Practices\n## Impact of Test Adaptations for Students\n## Speculative Perspectives and Issues\n## Summary of Recommendations and Research\n## Appendix A","[{\"question\":\"What is the central aim of the report?\",\"answer\":\"The report reconsiders standardization in NAEP to improve equity and access, with attention to how accommodations affect participation and measurement.\"},{\"question\":\"Which student groups does the report focus on when discussing test accommodations?\",\"answer\":\"It focuses on students with disabilities and English learners, including related accommodations research and synthesized findings.\"},{\"question\":\"How does the report evaluate whether accommodations practices are consistent?\",\"answer\":\"It reviews typologies of test adaptations and examines state practices, assessing consistency across testing practices and systems.\"}]","Rethinking “Standardization” for NAEP to Increase Equity and Access - Technical Report - 2510 | PDF",1792046387,164]