Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math

Abstract

Educational policy mandates student participation in statewide accountability assessments with the expectation that students achieve proficiency on content objectives. Demonstrating proficiency may be most difficult for students with an Emotional Disturbance (ED) who experience poor school outcomes. This study examined the participation and performance of students with ED on a regular statewide accountability assessment in math and examined the relationship between student and school level factors to student participation and performance. In the study, 34% of the students with ED participated and met proficiency standards on the regular statewide assessment in math. Student level factors examined were grade level, gender, ethnicity, and intelligence. School level factors were school-wide socioeconomic status and instructional setting for math; ethnicity, intelligence, and instructional setting associated with participation; grade level, ethnicity, and intelligence associated with performance. Level of intelligence was the only factor predictive of both participation and performance on the regular statewide accountability assessment in math.