Under a model that controlled for students» special education status and for
inconsistent use of accommodations, these same teachers ranked in the 38th and 49th percentile in math and 40th and 54th percentile in reading.
Overall, students with disabilities had greater than average growth in reading, but the patterns with respect to
inconsistent use of accommodations were the same as they were for math.
Not exact matches
We also know little about how a student's
use of accommodations varies across years, how students receiving different
accommodations compare with each other, and how students who receive consistent
accommodations compare (in achievement growth) with those who receive
inconsistent accommodations.
Inconsistent use of testing
accommodations across years for students with disabilities can create variability in their growth that can be incorrectly attributed to teachers.