View in EDS

Students Who Take the ACT with Accommodations: An Examination of Performance, Demographics, and Contextual Factors. ACT Research Report. 2022-05

Saved in:
Bibliographic Details
Title: Students Who Take the ACT with Accommodations: An Examination of Performance, Demographics, and Contextual Factors. ACT Research Report. 2022-05
Language: English
Authors: Moore, Joann L., Schnieders, Joyce Z., ACT, Inc.
Source: ACT, Inc. 2022.
Availability: ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Peer Reviewed: N
Page Count: 48
Publication Date: 2022
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: Testing Accommodations, College Entrance Examinations, Context Effect, Student Characteristics, Incidence, Students with Disabilities, High School Students, Educational Experience, Race, Gender Differences, Socioeconomic Status, College Attendance, Academic Aspiration, Student Attitudes, Attention Deficit Hyperactivity Disorder, Correlation, Scores, Anxiety, Depression (Psychology), Grades (Scholastic), Learning Disabilities, Autism, Pervasive Developmental Disorders, Behavior Disorders, Educational Legislation, Equal Education, Federal Legislation
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
Assessment and Survey Identifiers: ACT Assessment
Abstract: This study examined the performance, demographics, and contextual factors of students taking the ACT® test with accommodations compared to students taking the ACT without accommodations. We examined the prevalence of accommodations provided and disability categories as well as performance by disability type. We also examined demographic characteristics and high school experiences of students testing with and without accommodations. We found that students testing with accommodations had demographics similar to students testing without accommodations, but they were somewhat more likely to be male, White, from high or low-income families, and less likely to be female, Hispanic/Latino, Asian, or from middle-income families. Students testing with accommodations were less likely to take upper-level core academic courses in high school, but they expressed similar college aspirations as their peers who tested without accommodations. The most common accommodations were extra time or testing in a small group setting, and additional accommodations tended to be associated with specific disabilities. The most common disabilities were ADHD and learning disabilities, and a substantial proportion of students had multiple disabilities. Students who tested with accommodations tended to score somewhat lower on the ACT, but there was a large amount of variation in average performance by disability type, and demographic characteristics accounted for a substantial amount of variance in scores. Students with intellectual or conduct disorders tended to have the lowest scores, while students with anxiety or depression tended to have the highest scores. High school grades followed a similar pattern in that groups with higher average ACT scores tended to have higher grades. In general, correlations between ACT scores and high school grades were comparable for students who tested with and without accommodations, but again there was variability by disability type, with lower correlations for students with autism, intellectual disorders, math learning disabilities, and conduct disorders.
Abstractor: As Provided
Entry Date: 2022
Accession Number: ED620803
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED620803
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED620803
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Students Who Take the ACT with Accommodations: An Examination of Performance, Demographics, and Contextual Factors. ACT Research Report. 2022-05
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Moore%2C+Joann+L%2E%22">Moore, Joann L.</searchLink><br /><searchLink fieldCode="AR" term="%22Schnieders%2C+Joyce+Z%2E%22">Schnieders, Joyce Z.</searchLink><br /><searchLink fieldCode="AR" term="%22ACT%2C+Inc%2E%22">ACT, Inc.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ACT%2C+Inc%22"><i>ACT, Inc</i></searchLink>. 2022.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 48
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Testing+Accommodations%22">Testing Accommodations</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22College+Attendance%22">College Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Aspiration%22">Academic Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Depression+%28Psychology%29%22">Depression (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Disorders%22">Behavior Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act%22">Individuals with Disabilities Education Act</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22ACT+Assessment%22">ACT Assessment</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the performance, demographics, and contextual factors of students taking the ACT® test with accommodations compared to students taking the ACT without accommodations. We examined the prevalence of accommodations provided and disability categories as well as performance by disability type. We also examined demographic characteristics and high school experiences of students testing with and without accommodations. We found that students testing with accommodations had demographics similar to students testing without accommodations, but they were somewhat more likely to be male, White, from high or low-income families, and less likely to be female, Hispanic/Latino, Asian, or from middle-income families. Students testing with accommodations were less likely to take upper-level core academic courses in high school, but they expressed similar college aspirations as their peers who tested without accommodations. The most common accommodations were extra time or testing in a small group setting, and additional accommodations tended to be associated with specific disabilities. The most common disabilities were ADHD and learning disabilities, and a substantial proportion of students had multiple disabilities. Students who tested with accommodations tended to score somewhat lower on the ACT, but there was a large amount of variation in average performance by disability type, and demographic characteristics accounted for a substantial amount of variance in scores. Students with intellectual or conduct disorders tended to have the lowest scores, while students with anxiety or depression tended to have the highest scores. High school grades followed a similar pattern in that groups with higher average ACT scores tended to have higher grades. In general, correlations between ACT scores and high school grades were comparable for students who tested with and without accommodations, but again there was variability by disability type, with lower correlations for students with autism, intellectual disorders, math learning disabilities, and conduct disorders.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED620803
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED620803
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 48
    Subjects:
      – SubjectFull: Testing Accommodations
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Incidence
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: College Attendance
        Type: general
      – SubjectFull: Academic Aspiration
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Depression (Psychology)
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Behavior Disorders
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Individuals with Disabilities Education Act
        Type: general
      – SubjectFull: ACT Assessment
        Type: general
    Titles:
      – TitleFull: Students Who Take the ACT with Accommodations: An Examination of Performance, Demographics, and Contextual Factors. ACT Research Report. 2022-05
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: ACT, Inc.
      – PersonEntity:
          Name:
            NameFull: Moore, Joann L.
      – PersonEntity:
          Name:
            NameFull: Schnieders, Joyce Z.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2022
          Titles:
            – TitleFull: ACT, Inc
              Type: main
ResultId 1