STRUCTURAL ACCOMMODATIONS IN MIDDLE SCHOOL MATHEMATICS: IMPLICATIONS FOR LESSENING THE ACHIEVEMENT GAP FOR ENGLISH LEARNERS

Oct 15, 2026

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This quantitative study evaluates whether graphical aids in standardized middle-grade mathematics testing help reduce the achievement gap between English Language Learners (ELLs) and non-ELL peers. Data from 2,659 students come from district-generated benchmark exams for grades six through eight. Differential Item Functioning (DIF) was analyzed with the Rasch Item Response Theory model in Bilog-MG to identify DIF items. Results show only four of 31 DIF items contained useful graphical aids, and three favored ELL students. Findings support using graphical aids to improve fairness and accessibility so ELLs can demonstrate mathematics understanding.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

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Review of Relevant Literature

STRUCTURAL ACCOMMODATIONS IN MIDDLE SCHOOL MATHEMATICS: IMPLICATIONS FOR LESSENING THE ACHIEVEMENT GAP FOR ENGLISH LEARNERS ALBERT M. JIMENEZ NICHOLAS CLEGORNE SHERYL CROFT Kennesaw State University, U.S.A. DAVID G. BUCKMAN University of South Carolina Aiken, U.S.A. ABSTRACT This quantitative study was designed to determine whether the use of graphical aids in standardized mathematics testing is effective in lessening the achievement gap between English Language Learner (ELL) students and their non-ELL counterparts for middle-grade aged students. The data used for this study include data from 2,659 students and come from a series of districtgenerated benchmark examinations for grades six through eight. Differential Item Functioning (DIF) analysis was implemented using the Rasch Item Response Theory model in Bilog-MG to locate all the items that exhibited DIF between ELLs and non-ELLs. The premise is that DIF exhibiting items should not be those with a useful graphical aid. Only four of the 31 DIF exhibiting items contained a useful graphical aid, with three of the four favoring ELL students. This finding aligns with previous work, suggesting that graphical aids in mathematics exam creation should be used as a way to better allow ELL students to show their understanding of mathematics knowledge and better ensure fairness and accessibility for all learners, specifically ELL students. INTRODUCTION Starting in 2001 with No Child Left Behind (NCLB), there has been an increase in standardized testing and the importance placed on their results (Breiner, 2015; Rush & Scherff, 2012) . States began implementing standardized testing programs to assess how schools were meeting the requirements of NCLB. The increase in testing has been particularly impactful to the English Language Learner (ELL) population. Testing is complicated for ELLs because of learning a new curriculum as well as simultaneously learning the language of the test. Solano-Flores and Trumbull (2003) say it best, “existing approaches to testing ELLs do not ensure equitable and valid outcomes because current research and practice assessment paradigms overlook the complex nature of language”(p.4) . Research consistently shows that without accommodations, ELLs often underperform their native English-speaking peers (Authors 2017, DeStefano, 1998; LaCellePeterson, 1998) . While some research has addressed this issue (Authors, 2017), the focus has typically been on examining primary school-aged ELLs. The link between mathematics test scores and reading ability has been acknowledged and discussed extensively throughout the years (e.g., Abedi, Hofstetter, & Lord, 2004; Aiken, 1971; Johnson, 1949; Monroe & Engelhart, 1931) . Though examinations in mathematics contain many number-based problems, other elements can become problematic for English Language Learners (ELLs), including levels of linguistic complexity and the prevalence of non-math vocabulary (Abedi, & Lord, 2001) . This research hopes to expand the focus on ELLs in middle grades and examine whether mathematics standardized testing practices Educational Planning | Summer 2025 93 Vol. 32, No. 3 can be made fairer. Several standardized testing accommodations available to ELLs, include, but are not limited to, translation to the student’s native language, the use of glossaries and dictionaries, extended testing time, oral administrations, and structural accommodations such as graphical aids (Abedi, 2009; Abedi, Courtney, & Leon, 2003; Abedi, Courtney, Mirocha, Leon, & Goldberg, 2001; Abedi, Hofstetter, & Lord, 2004; Castellon-Wellington, 2000; Hofstetter, 2003) . Another accommodation, graphical aids, when embedded in educational tests can assist students in understanding and correctly interpreting the content of the text (Author, 2017). Though these aids can be quite helpful, graphical aids which are irrelevant to the text can confuse students. For graphical aids to be helpful, readers must be

FAQs

What is the study designed to determine about graphical aids in mathematics testing?

The study determines whether graphical aids in standardized mathematics tests effectively lessen the achievement gap between ELL and non-ELL students in middle grades.

How are DIF items identified and analyzed in this research?

The study uses Differential Item Functioning (DIF) analysis with the Rasch Item Response Theory model in Bilog-MG to locate test items that show DIF between ELL and non-ELL groups.

What overall result does the study find regarding useful graphical aids in DIF items?

Only four of 31 DIF exhibiting items included a useful graphical aid, and three of those four favored ELL students, supporting the fairness and accessibility role of appropriate graphical aids.

Oct 15, 2026

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