18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
Statewide, Longitudinal Reading Achievement for Students Who Are Deaf or Hard of Hearing
Since the No Child Left Behind Act (NCLB, 2001) was signed into law, large-scale, standardized testing has become a ubiquitous guidepost for schools in the United States. Currently, every state in the U.S. relies upon results from end-of-grade testing for a myriad of determinants, including student achievement and placement, teacher evaluation, and school ratings and funding. For the first time in federal legislation, all students were to be tested annually under NCLB, including students with disabilities, and as a result, they became accountable for their performance alongside their typically-developing classmates.
This presentation discusses results from a study that used population-level, longitudinal data to examine standardized public school testing results in reading within the state of NC. Furthermore, it estimated how hearing loss, the use of testing accommodations, and school membership influence performance.
Compared to students who were typically developing (N = 1,303,508), students who are deaf or hard of hearing (N = 1,994) demonstrated statistically significant poorer performance on end of grade reading tests administered annually between grades 3 and 8. Students who were deaf or hard of hearing who utilized testing accommodations performed significantly worse than students who did not use accommodations. The achievement gap between students who are deaf or hard of hearing and typically developing students was observed at grade 3 and persisted until 8th grade, the final grade of test administration. Educational and clinical implications of these findings will be discussed.
- Attendees will learn the how students who are deaf or hard of hearing perform on annual, state-mandated reading comprehension tests between 3rd and 8th grade
- Attendees will learn what testing accommodations were commonly used across the state
- Attendees will consider the value of tracking and reporting the academic acheivement of students who are deaf or hard of hearing but who may no longer have an active IEP or Section 504 Plan.
Poster:
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Presenter: Thomas Page
Thomas Page is a researcher of communication and academic development for children who are deaf or hard of hearing at UNC-Chapel Hill. He also consults with the Exceptional Children's Division of the NC Department of Public Instruction as a research specialist to investigate and report on language and literacy outcomes.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment,Consulting from NC DPI.
Nonfinancial -
No relevant nonfinancial relationship exist.