Fourth Grade Students’ Use of Extended Time Testing Accommodations: Results From the NAEP Mathematics Test

Abstract

Extended time is the most frequently provided test accommodation to students with disabilities, but prior research suggests that many students who are provided it do not use it, and there is no consensus on how to determine which students should receive it. In the current study, we explored factors related to eligibility and use of extended time on the 2017 National Assessment of Education Progress (NAEP) mathematics test, with a focus on Grade 4 students with high-incidence disabilities. Computer-logged process data allowed for an objective measure of time usage. A series of analyses with logistic regression models was conducted using Grade 4 data and compared to parallel analyses completed with Grade 8 data. Which school a student attended accounted for substantial variance in eligibility for receiving extended time, suggesting considerable variation in how schools make decisions about the accommodation. The lower grade level (Grade 4), more text-to-speech use, and a higher test score were all associated with more use of extended time. Implications for future research and related considerations for practice are highlighted.