Abstract
This article reports on findings from a review of statewide large-scale test blueprints. The qualitative and descriptive numerical review of themes found in state blueprints provides information on trends in statewide reading assessments. These trends are then set against the backdrop of testing accommodations for students with disabilities. Results indicate that most constructs tested in statewide assessments are amenable to accommodations, but some present challenges (e.g., those that test foundational skills of reading such as phonemic awareness). Next steps are proposed, focusing on both paper-based and computerized statewide tests.
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