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High School Exit Exams: Performance, Validity and Use

High School Exit Exams: Performance, Validity and Use. Martha L. Thurlow National Center on Educational Outcomes www.nceo.info. Number of students using accommodations during state assessments:. Elementary Middle School High School 1999 53% 44% 44% 2005 65% 64% 61%.

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High School Exit Exams: Performance, Validity and Use

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  1. High School Exit Exams: Performance, Validity and Use Martha L. Thurlow National Center on Educational Outcomes www.nceo.info

  2. Number of students using accommodations during state assessments: Elementary Middle School High School 1999 53% 44% 44% 2005 65% 64% 61%

  3. Complexity of policies has increased over time, as reflected in coding systems used to summarize state accommodation policies

  4. Sample of 10 States with Distinct Policies for High School Exit Exam Presentation Accommodations

  5. Sample of 10 States with Distinct Policies for High School Exit Exam Equipment and Material Accommodations

  6. Sample of 10 States with Distinct Policies for High School Exit Exam Response Accommodations

  7. Sample of 10 States with Distinct Policies for High School Exit Exam Scheduling/Timing Accommodations

  8. Sample of 10 States with Distinct Policies for High School Exit Exam Setting Accommodations

  9. Who Receives Accommodations (besides IEP students)? • 504 students (41 states) • ELLs with IEPs (25 states) • All students, with qualifications (6 states) • All students (no qualifications) (2 states) • Other (11 states)

  10. Complicating Matters Some states use college admission tests as their high school exams (not as “exit exams” per se), with the accommodation policies conforming to those of the admission test rather than the typical state policy – but this may in turn affect state practice!

  11. Alternative Routes Figure 1. Alternative Routes to a Standard Diploma (2003-2004) Study conducted in 2003-2004

  12. Many of states’ alternative routes are not very alternative! And, for students with disabilities, including students with learning disabilities, states seem to be willing to accept noncomparable alternative routes.

  13. Policy Implications • Accommodations should meet students’ needs, and not necessarily be a function of the test. There is no real reason for accommodations to vary just because an assessment is an exit exam (other than content) • There are many reasons to provide much more viable alternative routes to standard diplomas – ones that are based on the same standards and expectations, but that are truly alternative routes.

  14. Practice Recommendations • Students, parents, and educators need to think about the implications of the transition from an open and flexible (relatively) accommodations system to a closed and inflexible (relatively) accommodations system. • Accommodations should be tested out to make sure that they are really needed. If they are, document them.

  15. Product Recommendations Tools are needed to help with training and decision making Some exist – ASES SCASS Accommodations Manual: how to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities More are needed!

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