Are Students with Disabilities included in Value-Added calculations anywhere? Is the growth model applied to Alternative Assessments?
Alternate Assessments do not yield a scaled score and thus cannot be used to determine a value-added score for a school or district. As a result, students who participate in alternate assessments are not included in value-added reporting. However, in order to make a determination of AYP the same students are used for the growth model computation as are counted for the status determination. Any student who does not have a PROJECTED value – including any student who has only taken the alternate assessment – is given the projected value equivalent to their current status. So for example, a Student With Disabilities (SWD) who has no projection but is currently proficient (based on the alternate assessment) in math, counts toward the percent of students “on track” to proficiency in math for the “students with disabilities” subgroup. Likewise, a SWD who is not proficient based on the alternate assessment does not count toward the percent of students “on track” but IS in the denominator of th
Related Questions
- Are Students with Disabilities included in Value-Added calculations anywhere? Is the growth model applied to Alternative Assessments?
- Are students enrolled in special education or alternative education settings as "ungraded" included in this Report?
- How are students with disabilities and English language learners included in the NAEP assessments?
