Effects of Testing Accommodations on Standardized Mathematics Test Scores: An Experimental Analysis of the Performances of Students With and Without Disabilities

By Aleta A. Gilbertson Schulte, Stephen N. Elliott, Thomas Kratochwill. 2001

70 citations recorded by the source corpus.

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Effects of Accommodations on High-Stakes Testing for Students with Reading Disabilities (2006, background): “Elbaum et al., like Schulte, Elliott, and Kratochwill (2001), observed that students with LD were much more variable in their response to accommodations than comparison students, with both positive and negative responses that varied in magnitude.”
Five of the Most Frequently Allowed Testing Accommodations in State Policy (2004, unknown): “Three of the studies used the differential boost approach to examine the validity of this accommodation (Fuchs, Fuchs, et al., 2000; MacArthur & Cavalier, n.d.; Schulte et al., 2001).”
Test Accommodations for Students With Disabilities: An Analysis of the Interaction Hypothesis (2005, background): “Schulte et al. (2001) found that total scores for SWD improved more between non-accommodated and accommodated test conditions (medium effect size) than did their non-disabled peers (small effect size).”