This study examines the relationships between three accommodation strategies—Extended Time (ET) only, breaks only, and breaks bundled with ET—and academic performance, test-taking behavior, and attitudes among eighth-grade students with disabilities who participated in the 2017 National Assessment of Educational Progress (NAEP) mathematics assessment. Utilizing propensity score analysis to mitigate selection bias, the study finds that students receiving only breaks tend to exhibit lower performance and engagement compared to those receiving ET alone or those receiving breaks bundled with ET. In addition, results suggest that bundling breaks with ET is associated with lower performance compared to ET alone. These findings highlight the complexities of interactions between accommodations and support the need for reevaluating current accommodation policies to enhance their effectiveness for students with disabilities.

中文翻译：

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检查住宿类型与学生成绩之间的关联：单独延长时间和休息时间与捆绑休息

本研究考察了三种适应策略（仅延长时间 （ET）、仅休息和与 ET 捆绑的休息时间）与参加 2017 年全国教育进步评估 （NAEP） 数学评估的八年级残疾学生的学习成绩、应试行为和态度之间的关系。利用倾向得分分析来减轻选择偏差，该研究发现，与单独接受 ET 或与 ET 捆绑接受假期的学生相比，仅接受休息的学生往往表现出较低的表现和参与度。此外，结果表明，与单独的 ET 相比，使用 ET 捆绑中断与较低的性能相关。这些发现强调了住宿之间互动的复杂性，并支持重新评估当前住宿政策以提高其对残疾学生的有效性的必要性。