Current nationwide practices in U.S. Test accommodations for active bilingual learners/users of English (ABLE) students

ABSTRACT

Schools are encountering a unique problem regarding how to best accommodate the increasing number of active bilingual learners/users of English (ABLE) students on state achievement tests. Previously, states used disability focused rather than language responsive accommodations for these students. The current study employed double-coding procedures to determine the number of tools, supports, and accommodations allowed for ABLE students across all U.S. states. Results revealed substantial heterogeneity of state practices, as some states demonstrated a decrease in the number of accommodations over time while some states offered more language responsive accommodations. Future research should continue to evaluate the appropriateness of the accommodations for ABLE populations.

Acknowledgments

This manuscript is based on a thesis submitted by the first author under supervision of the second author in partial fulfillment of the requirements for a master’s degree in psychology. We thank thesis committee member Dr. Elizabeth Meisinger for their helpful comments.

Ethical approval

This research used existing data, rather than living subjects, and was considered exempt from Institutional Review Board approval.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Morgan C. Huenergarde

AMorgan C. Huenergarde is a graduate student in the School Psychology doctoral program at the University of Memphis. She obtained her master’s degree in psychology from the University of Memphis. While her research interests continue to grow and develop, they include psychological assessment of bilingual learners, equity in policy for bilingual learners, bilingual students access to school services, and bias in psychological assessments.

Randy G. Floyd

ARandy G. Floyd, Ph.D. is a Professor of Psychology and Department Chair in the Department of Psychology at The University of Memphis. His research focuses on understanding the measurement properties of psychological assessment techniques, and he is interested in understanding professional development processes supporting university-based faculty.

Bryn Harris

ABryn Harris, PhD, is an Associate Professor in the School Psychology doctoral program in the School of Education and Human Development at the University of Colorado Denver. She has a secondary appointment in the Department of Pediatrics (Developmental Pediatrics) at the University of Colorado Denver Anschutz Medical Campus. Her primary research interests include the psychological assessment of bilingual learners, culturally and linguistically responsive assessment of autism spectrum disorder, health disparities among children with autism spectrum disorder, and improving mental health access and opportunity within traditionally underserved populations. Dr. Harris is the director and founder of the bilingual school psychology program at the University of Colorado Denver. She is also a bilingual (Spanish) licensed psychologist and nationally certified school psychologist.