Abstract
As accountability requirements for determining adequate yearly progress increase, states are working to make standards-based assessments accessible for all students. Providing accommodations on assessments is one of the main ways to allow not only students with disabilities but also students who are English Language Learners to be included in large-scale assessments. Difficulties with complex language in the content areas can result in similar accommodations being appropriate for both groups of students. This study examined the impact of simplified language on one state's mathematics performance assessment. A total of 1,232 seventh-grade students participated. Results indicate that students in general education and English Language Learners do not benefit from this accommodation. Students receiving special education services (N=138) did benefit from the simplified language, although their scores remained significantly below that of their general education counterparts. Practical issues related to providing this accommodation are discussed.
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