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Schools are encountering a unique problem regarding how to best accommodate the increasing number of active bilingual learners/users of English (ABLE) students on state achievement tests. Previously, states used disability focused rather than language responsive accommodations for these students. The current study employed double-coding procedures to determine the number of tools, supports, and accommodations allowed for ABLE students across all U.S. states. Results revealed substantial heterogeneity of state practices, as some states demonstrated a decrease in the number of accommodations over time while some states offered more language responsive accommodations. Future research should continue to evaluate the appropriateness of the accommodations for ABLE populations.

Current nationwide practices in U.S. Test accommodations for active bilingual learners/users of English (ABLE) students