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The use of accommodations is often recommended to remove barriers to academic testing among English Learners (ELs). However, it is unclear whether accommodations are particularly effective at improving ELs' test scores. A growing foundation of empirical work has explored this topic. We conducted a meta-analysis that examined several possible moderators of accommodation effectiveness for improving EL test performance. Results showed substantial variability among estimates, an overall small positive significant effect on test scores and a statistically significant positive effect for indirect linguistic supports and combined accommodations compared to native language accommodations.

Accommodations are commonly provided to address language-related barriers students may experience during testing. Research on the validity of scores from accommodated test administrations remains somewhat inconclusive. The current study investigated item response patterns to understand whether accommodations, as used in practice among English learners (ELs) in the United States, allow for comparable measurement between ELs and non-ELs. Results indicated that although significant differences are evident in overall test scores for ELs and non-ELs, only minimal measurement concerns were evident. Very few items displayed moderate or large differential item functioning (DIF); no tests showed small, medium, or large differential test functioning. The current study adds to existing literature on measurement comparability and accommodation research on ELs; implications for practice are provided.

Although it is critical for students with autism to be included in large-scale assessment and accountability systems, it is not clear how to best measure their underlying academic skills and knowledge. Additional empirically-supported guidance is necessary to assist school teams that need to make decisions about how to best include students with autism in such systems. Test accommodations may be needed to ensure appropriate measurement on large-scale tests, but it is important to empirically explore whether they are meeting this intended purpose. In the current study, existing statewide test data were analyzed to determine the extent to which measurement comparability was apparent for students with autism receiving and not receiving accommodations on a math test used for accountability purposes. Limited differential item functioning (DIF) was identified for all comparisons, suggesting that existing school-based decisions to include students with autism in regular accountability testing do not correspond to serious measurement concerns. Implications for research and practice are provided.

It is critical to examine whether test accommodations function as intended in removing construct-irrelevant variance. The measurement comparability of a math test for students with emotional impairments and those without disabilities was examined. Results indicated the presence of limited differential item functioning (DIF) regardless of accommodation status.

Given the high number of immigrant youth in the United States that are from Latinx backgrounds and given that these youth are at risk for experiencing traumatic events during their migration, it is critical for school mental health providers to understand how to best serve this population. To do so, they must first understand how the unique experience of Latinx immigrant youth, especially experiences related to trauma, might affect their mental health. This article will review the relevant literature, with these specific areas of focus: (1) the prevalence of migration-related traumatic experiences among Latinx immigrant youth; (2) the prevalence of traumatic experiences during various stages of the migration experience; (3) the effects of migration-related traumatic experiences on youth's mental health; and (4) the risk and protective factors for experiencing traumatic events and for developing mental health symptoms among Latinx immigrant youth. Implications for practice, including development of cultural competence among mental health providers, use of an ecological framework, and use of trauma-informed services are discussed.