2008-2009 APR Snapshot #1:
State Assessment Participation and
Performance of Special Education
Students
Jason Altman
• Miong Vang • Martha Thurlow
January 2012
All
rights
reserved.
Any or
all
portions
of this
document
may be
reproduced
and
distributed
without
prior
permission,
provided
the
source
is cited
as:
Altman,
J.,
Vang,
M., &
Thurlow,
M.
(2012).
2008-2009
APR
snapshot
#1:
State
assessment
participation
and
performance
of
special
education
students.
Minneapolis,
MN:
University
of
Minnesota,
National
Center
on
Educational
Outcomes.
Table of Contents
This brief provides a
snapshot of the participation and
performance of special education students in
statewide assessments used for Elementary
and Secondary Education Act (ESEA)
accountability. Using federally submitted
data from the 2008-2009 school year, we
present information on participation and
performance in reading and mathematics
statewide assessments administered to grade
8 students. Figures displaying statewide
assessment data for other grades are
provided in this report following Figures 1,
2, 3, and 4 with the click of a mouse. Data
tables for all grade levels are available
from NCEO at
www.nceo.info/APRsnapshot/data.
Data for the unique states is not shown in
the figures of this report but is available
at www.nceo.info/APRsnapshot/data.
Top of page |
Table of Contents
Overall special education student participation in statewide grade 8 reading
assessments in all 50 states is presented in Figure 1. Special education
students may participate in the regular assessment or in assessments designated
for special education students only, which include the alternate assessment
based on alternate achievement standards (AA-AAS), the alternate assessment
based on modified achievement standards (AA-MAS), and the alternate assessment
based on grade-level achievement standards (AA-GLAS). Total participation rates
of special education students were typically 95% or higher across all states,
with the average participation rate being 97.3%. The percentages of special
education students participating in other statewide assessments varied
dramatically, resulting in different rates of participation in the regular
assessment.
Those states with an active AA-MAS generally reported testing far fewer special
education students on the regular assessment. In those states with an AA-MAS,
between 22.1% and 49.7% of special education students participated in the
AA-MAS.
Three states
reported testing students on an AA-GLAS.
The percentages of students in this
assessment were relatively small, with
percentages varying from 0.1% to 25.1%
of all grade 8 special education
students.
The AA-AAS is
available in all 50 states for students
with significant cognitive disabilities.
The participation rate in the AA-AAS
varied from 3.0% to 18.8% of special
education students. The average rate
across states was 8.2 percent.
In most states, the test that is
taken by the majority of special
education students is the regular
assessment. Still, with their
participation in other assessments, the
participation rates of special education
students in the regular assessment
varied from 38.5% to 94.5%. An average
of 84.5% of special education students
participated in this assessment in
2008-2009 grade 8 assessments. The
average participation rate was higher at
lower grade levels and lower at higher
grade levels.
Participation rates in unique states
that reported data varied from 93.3% to
100.0% overall (see data available at
http://nceo.info/APRbriefs/data). Rates for the AA-AAS
ranged from 3.6% to 12.5%. One unique
state has students who take state tests
in many states and for that reason
reported participation rates for the
AA-GLAS and AA-MAS. However, there are
no other unique states that reported
data for these assessments. Regular
assessment participation made up the
bulk of the assessment activity for
students with disabilities in the unique
states as well. States reported a range
of 82.8% to 93.7% participation on the
regular assessment.
Figure 1. Participation Rates for Eighth
Grade Students with Disabilities on Reading
Assessments
Overall special education student
participation in statewide grade 8
mathematics assessments in the 50 states
is presented in Figure 2. Total
participation rates were typically 95%
or higher across all states, with the
average participation rate being 97.7%.
The percentages of special education
students participating in other
statewide assessments varied
dramatically, resulting in different
rates of participation in the regular
assessment.
Those states with an active alternate
assessment based on alternate
achievement standards (AA-MAS) reported
testing between 19.9% and 49.3% of
special education students on the
AA-MAS. These states tended to have
fewer students participating in the
regular assessment.
Three states reported testing
students on an AA-GLAS. Participation in
this assessment was relatively small,
with percentages varying from 0.3% to
30.5% of all grade 8 special education
students.
States tested an average of 8.3% of
special education students on an
alternate assessment based on alternate
achievement standards (AA-AAS). The
range across states was from 3.2% to
18.6%.
In most states, the test taken by the
majority of special education students
was the regular assessment. An average
of 84.6% of special education students
across all 50 states for 2008-2009
participated in this assessment. As is
evident in Figure 2, the range in
participation was from 38.6% to 93.6%.
Participation rates in unique states
that reported data varied from 92.8% to
100.0% overall (see data available at
http://nceo.info/APRbriefs/data). Rates for
the AA-AAS ranged from 3.6% to 10.9%.
One unique state has students who take
state tests in many states and for that
reason reported participation rates for
the AA-GLAS and AA-MAS. However, there
are no other unique states that reported
data for these assessments. Regular
assessment participation made up the
bulk of the assessment activity for
students with disabilities in the unique
states as well. States reported a range
of 93.7% to 96.4% participation on the
regular assessment.
Figure 2. Participation Rates for Eighth
Grade Students with Disabilities on
Mathematics
Assessments
The percentage of special education students who
scored at a proficient or above level was much more variable than participation
rates across the 50 states. Proficiency rates for special education students in
grade 8 in 2008-2009 ranged from 9.1% to 81.1% (see Figure 3, with states
ordered according to the percentage proficient and above on the regular
assessment). The average grade 8 proficiency rate across all reading assessments
was 38.0%
Eighteen states reported total proficiency rates of more than 40% and eleven
states reported total proficiency rates of more than 50%. Six of these states
reported proficient scores for either an AA-MAS or AA-GLAS.
For special education students participating in the
AA-AAS, between 0.0% and 16.1% were proficient on the AA-AAS across the 50
states (based on the all special education students, not just those
participating in the AA-AAS). The average percentage of students proficient and
above was 5.5%
For special education students participating in the
AA-MAS (in those states that offered this assessment), between 4.9% and 34.5%
(based on all special education students) were proficient.
The average proficiency rate for students with disabilities in these states was
17.5%
For special education students participating in
the AA-GLAS (in those states that offered this assessment), the average
percentage of students proficient and above (based on all special education
students) was 7.4%. The range of students
proficient on this assessment in the three states offering it was from
0.2% to 21.9%.
Proficiency rates in unique states
that reported assessment data varied
from 6.8% to 87.1% overall (see data
available at
http://nceo.info/APRbriefs/data).
Rates for the AA-AAS ranged from 0.0% to
6.3%. One unique state has students who
take state tests in many states and for
that reason reported proficiency rates
for the AA-GLAS and AA-MAS. However,
there are no other unique states that
reported data for these assessments.
Proficiency on a regular assessment made
up the bulk of the overall proficiency
rate for students with disabilities in
the unique states. States reported a
range of 2.0% to 83.5% proficiency on
the regular assessment.
Figure 3. Performance Trends for Eighth
Grade Students with Disabilities on Reading
Assessments
The
percentage of special education students
who scored at a proficient or above
level in mathematics was more variable
than participation rates for
mathematics. Proficiency rates for
mathematics were generally lower than
proficiency rates for reading. Figure 4
shows these rates for the 50 states,
ordered by the percentage of special
education students proficient and above
on the regular assessment. Proficiency
rates ranged from 5.1 % to 71.0 percent,
with the average across all states being
32.6 percent. Thirteen states reported
total proficiency rates of more than 40
% and six states reported total
proficiency rates of more than 50
percent. Four of these states had
reported proficient scores for either an
AA-MAS or an AA-GLAS.
For special
education students participating in the
AA-AAS, between 0.0% and 14.9% were
proficient or above (based on all
students with disabilities, not just
those participating in the AA-AAS). The
average percentage of students
proficient and above was 5.4%.
For special
education students participating in the
AA-MAS across the 50 states (in those
states that offered this assessment),
between 2.4% and 34.3% (based on all
special education students) were
proficient. The average student
proficiency rate on this assessment was
16.6%.
For special
education students participating in the
AA-GLAS (in states that offered this
assessment), the average percentage of
students proficient and above was 9.5%
(based on all special education
students). The range of student
proficiency on it in the three states
that offered this assessment was between
0.0% and 28.1%.
Proficiency rates in unique states
that reported assessment data varied
from 0.9% to 51.9% overall (see data
available at
http://nceo.info/APRbriefs/data). Rates for the AA-AAS ranged from
0.0% to 12.1%. One unique state has
students who take state tests in many
states and for that reason reported
proficiency rates for the AA-GLAS and
AA-MAS. However, there are no other
unique states that reported data for
these assessments. Proficiency on a
regular assessment made up the bulk of
the overall proficiency rate for
students with disabilities in the unique
states. States reported a range of 0.9%
to 51.1% proficiency on the regular
assessment.
Figure 4. Performance Trends for Eighth
Grade Students with Disabilities on
Mathematics Assessments
Top of page |
Table of Contents
The data presented in this report
represent a snapshot of the
participation and performance of special
education students on their states'
reading and math assessments.
Variability identified in participation
and performance rates reflects the
differences in the state assessment
systems themselves, including where the
proficient cuts were set and whether
alternate assessment options such as the
AA-MAS and AA-GLAS are available for
special education students.
It is
also evident that special education
students generally are showing higher
rates of proficiency on state reading
assessment as compared to state
mathematics assessments. This finding is
similar to previous analyses of state
data (Altman, Rogers, Bremer, & Thurlow,
2010; Chudowsky, Chudowsky & Kober,
2009); and data from the National
Assessment of Educational Progress
(NAEP) (Dee & Jacob, 2009).
It is also apparent from this snapshot
of the participation and performance of
special education students that
examining their performance levels is
more complicated than it is for
non-special education students. Special
education students are proficient in
varying rates across the different
assessments offered within states. As
one isolates the regular assessment, it
becomes apparent that the scores on this
assessment are likely a major reason for
that discrepancy (whereas performance on
alternate assessments may be steadier
between content areas).
Top of page |
Table of Contents
Altman, J.,
Rogers, C., Bremer, C., & Thurlow, M.
(2010).
States challenged to meet special
education targets for assessment
indicator (Technical Report 55).
Minneapolis, MN: University of
Minnesota, National Center on
Educational Outcomes.
Chudowsky
N., Chudowsky V., & Kober, N. (2009)
State Test Score Trends Through 2007-08,
Part 4: Has Progress Been Made in
Raising Achievement for Students with
Disabilities? Washington D. C.:
Center on Education Policy.
Dee, T., &
Jacob, B. (2009).
The impact of No Child Left Behind on
student achievement (NBER Working
Paper No. 15531). Cambridge, MA:
National Bureau of Economic Research
(see
www.nber.org/papers/W15531).
Top of page |
Table of Contents
|