What does recent research tell us about the use and effects of K–12 test accommodations for students with disabilities? NCEO’s latest annual review, A Summary of the Research on the Effects of K–12 Test Accommodations: 2024 (NCEO Report 453), summarizes 13 studies published in 2024. The report examines trends in the accommodations research literature, including study types, research methods, student populations, accommodations studied, and the purposes of recent research.

The 2024 literature shows several consistent patterns. Dissertations made up most of the studies, with fewer peer-reviewed journal articles. Research methods were evenly split between quantitative and qualitative approaches, and no mixed-methods studies were identified. Across studies, extended time was the most frequently examined accommodation, followed by specialized settings and human read-aloud supports. Mathematics and middle school students were the most common focus, and most studies centered on students with learning disabilities. Finally, recent studies most often examined perceptions and implementation practices of accommodations, while fewer studies examined differences in test scores across accommodated and non-accommodated conditions.

Overall, this review shows both stability and change in accommodations research. Some patterns remain consistent compared to past reviews, including the continued focus on extended time and middle school students. Other aspects of research literature are shifting, such as increased attention to how accommodations are implemented and perceived in practice, alongside less emphasis on test score comparisons. These patterns help characterize the current evidence base on accommodations for students with disabilities. The report also identifies areas where additional research could broaden understanding, including a wider range of accommodations, student populations, and research designs.