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Journal of Learning Disabilities
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The Performance of Students with Disabilities in a Norm-Referenced, Statewide Standardized Testing Program

Sarah S. Gronna, ME

Savah S. Gronna, ME, is a concurrent doctoral student in the Department of Educational Psychology and the Department of Special Education at the University of Hawaii. Her current interests include large scale assessment, student performance, and school effects on student achievement.

Amelia A. Jenkins, PhD

Amelia A. Jenkins, PhD, is an assistant professor in special education at the University of Hawaii. Her current interests include teaching practices for individuals with disabilities, assessment, and teacher preparation.

Selvin A. Chin-Chance, PhD

Selvin A. Chin-Chance, PhD, is administrator of the testing office in the Hawaii Department of Education. His current interests include large-scale assessment, multicultural assessment, and computer database applications. Address: Sarah S. Gronna, Hawaii Department of Education, Test Development Section, 3430 Leahi Ave., Building D, I St Floor, Honolulu, HI 96815 (e-mail: gronna@hawaii. edu).

Hawaii uses the Stanford Achievement Test, 8th Edition (Stanford 8), to assess the academic performance of students in Grades 3, 6, 8, and 10. Three longitudinal cohorts were analyzed for achievement performance among Grades 3 to 6, 6 to 8, and 8 to 10. ANOVAs indicated significant differences in overall performance between nondisabled students and three high-incidence categories of students with disabilities (specific learning disability, emotional impairment, and mild mental retardation). Local subgroup norms were developed on the basis of Stanford 8 reading and mathematics results from 1992 to 1996 to supplement the national norms and provide an additional means of comparison to evaluate performance for these categories. The longitudinal cohorts of students with disabilities made greater gains in achievement from third to sixth grade than their national counterparts and cohort of nondisabled students in Hawaii. Between 8th and 10th grade, students with learning disabilities and emotional impairments made gains equal to or greater than their national counterparts.

Journal of Learning Disabilities, Vol. 31, No. 5, 482-493 (1998)
DOI: 10.1177/002221949803100506
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