The performance of students with disabilities on New York's revised regents comprehensive examination in English

Resource Information

The work The performance of students with disabilities on New York's revised regents comprehensive examination in English represents a distinct intellectual or artistic creation found in Missouri University of Science & Technology Library. This resource is a combination of several types including: Work, Language Material, Books.

Label

The performance of students with disabilities on New York's revised regents comprehensive examination in English

Statement of responsibility

Daniel Koretz, Laura Hamilton

Creator

• Koretz, Daniel M

Contributor

• Educational Resources Information Center (U.S.)
• Hamilton, Laura S

Subject

• English language -- Ability testing -- New York (State)
• Students with disabilities -- Rating of -- New York (State)

Language

eng

Summary

This study explored the performance of students with disabilities on a field test of the revised New York State Regents Comprehensive Examination in English, the first of two new Regents examinations that almost all students in the state will have to take to obtain a high school diploma. Data from the field test were gathered statewide, although not necessarily from a fully representative sample of schools, for 8,750 students. Accommodations were used liberally, with extra time and testing in a separate location being the most common. Completion rates were similar for students with and without disabilities, and few items had very low "p" values for students with disabilities. However, students with disabilities scored roughly two thirds to one and one third standard deviations below other students, and a high percentage of students with disabilities provided either unscorable or extremely weak responses to open-response items. The study clearly underscores the need for more extensive information to clarify the effects of including students with disabilities in high-stakes assessments. In addition, the study raises concerns about possibly excessive levels of difficulty for some students with disabilities, which could cause either very high failure rates or undesirable responses by teachers or students, such as excessive coaching. (Contains 26 tables, 6 figures, and 9 references.) (Author/SLD)

Member of

• CSE report, no. 540

Cataloging source

GPO

Government publication

federal national government publication

Index

no index present

Literary form

non fiction

Series statement

CSE technical report

Series volume

540