An Analysis of the Rise and Fall of the AA-MAS Policy

Abstract

In 2005, to address concerns about students who might fall in the "gap" between the regular assessment and the alternate assessment based on alternate achievement standards (AA-AAS), the U.S. Department of Education announced that states could develop alternate assessments based on modified achievement standards (AA-MAS). This article reports empirical evidence on characteristics of students participating in the AA-MAS, how students were assigned to test types, research on changes in assessment designs over a 4-year period, and changes in rates of participation and proficiency. The results suggest states and districts have struggled with how to appropriately assign students to this test option, and that there is a need to ensure this group of students has access to rigorous standards-based content. It concludes with a discussion of what can be learned from this policy attempt to resolve a very real problem as the United States moves toward the next generation of assessments.

Considering the Use of General and Modified Assessment Items in Computerized Adaptive Testing

“…One challenge relates to identifying the target population; that is, the population of students that should be included in the AA-MAS (Egan et al, 2009;Filbin, 2008;Perie, 2009;Lazarus et al, 2015). Cho and Kingston (2011;in press) illustrate some inconsistencies in the assignment of students to AA-MAS for one state.…”

“…These challenges have resulted in the elimination of AA-MAS as an assessment option in some states and the revision of AA-MAS in others . Several states chose not to develop or offer AA-MAS (see Lazarus et al, 2015, for a list of states that created operational AA-MAS).…”