Who Is Missing and Who Is Found? Comparing Multiple Measures, Universal Consideration, and Differing Norms

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Abstract

Underrepresentation of diverse learners may be partly due to methods used in identification procedures. Problems with current practices include a reliance on teacher referral before identification measures are administered, using national norms, and using “and” rather than “or” rules for multiple measures. This descriptive study of 2017-2019 statewide data from multiple achievement tests examines how using achievement tests with differing norms results in a different pool of students compared to current identification methods. Results indicate the current multiple measures method and using state tests for universal consideration find students with different needs, requiring a careful alignment of identification and services, and that as norms become more local, the demographics of high-achieving students more closely matches the statewide demographics.

Authors

• Jill L. Adelson, Adelson Research & Consulting, LLC

• Lisa Marie Ridgley, University of San Diego

• Ann E. Robinson, University of Arkansas at Little Rock