U.S. public schools are responsible for educating large numbers of English languagelearners and students with disabilities. This book considers policies for including studentswith disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effecton test performance. Keeping Score for All discusses the comparability of states‘ policies with each otherand with the National Assessment of Educational Progress (NAEP) policies andexplores the impact of these differences on the interpretations of NAEP results. Thebook presents a critical review of the research literature and makes suggestions forfuture research to evaluate the validity of test scores obtained under accommodatedconditions. The book concludes by proposing a new framework for conceptualizingaccommodations. This framework would be useful both for policymakers, testdesigners, and practitioners in determining appropriate accommodations for specificassessments and for researchers in planning validity studies.
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