The Status of Large-Scale Assessment Practices for Students with Disabilities in Rural America

Abstract

The status of large-scale assessment practices for students with disabilities in rural states compared to urban and other states is explored in this article. Based on responses to a survey of state special education directors, rural states showed more stable assessment participation rates across years than urban states. Fewer rural states had data available about assessment performance levels, but of those with data, more showed an increase in performance levels than urban states. More rural than urban states had data on accommodations use and more of these states showed stable use across years, whereas more urban states showed an increase in the use of assessment accommodations. Nearly all rural states use a portfolio approach to alternate assessment in contrast to urban states in which a variety of approaches are used. Through the story of one rural education cooperative, an illustration is provided that assessment data can and is being used to make a difference in student outcomes.

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