Special Topic Area:
Accountability for Students with Disabilities

>Introduction >Frequently Asked Questions >State Accountability Policies >Publications and Other Accountability Resources

Frequently Asked Questions

1. Why should students with disabilities be included in system accountability measures?
System accountability should be just that – accountability for everyone in the system. Students with disabilities are a part of the student body. Most of these students spend the majority of their time in the general education classroom, and receive instruction from regular classroom teachers. Regardless of where students receive instruction, all students with disabilities should have access to and make progress in the general education curriculum. Thus, all students with disabilities should be included in the measurement of progress toward standards.

Only by including all students in accountability measures will some specific unintended negative consequences be avoided. Research has demonstrated that when special education students are excluded from school accountability measures, the rates of referral of students to special education increases dramatically. In addition, positive benefits are accrued by students with disabilities when they are included in accountability systems. Educators realize that these students also count, just like all other students. They need to make sure that these students learn to very high levels, just like other students. Because they are part of the accountability system, educators’ expectations for students with disabilities are more likely to increase.

2. Why should students with disabilities be included in student accountability measures?
Business and postsecondary education communities have pleaded for the high school diploma to mean that the student has specific knowledge and skills – in other words, that the student has met specific standards. There are a variety of ways in which to do this. When student accountability is based on an exam as well as coursework requirements, it is critical that the assessment be appropriate for all students, including students with disabilities. This means that the test must allow needed accommodations, and have open to students a variety of ways to demonstrate that they have the needed knowledge and skills. There are potential unintended and negative consequences of student accountability measures. For students with disabilities, it is important to ensure that all students have the opportunity to learn to high standards prior to being held accountable for achievement. Thus, in many states, there are discussions about the importance of holding the system accountable for all students prior to holding the students accountable.

Related NCEO Publications:

• 2005 State Special Education Outcomes: Steps Forward in a Decade of Change / PDF Version (3MB)

• Annual Performance Reports: 2002-2003 State Assessment Data (PDF format)

• 2003 State Policies on Assessment Participation and Accommodations for Students with Disabilities (Synthesis Report 56) / PDF format

• Steady Progress: State Public Reporting Practices for Students with Disabilities after the First Year of NCLB (2002-2003) (Technical Report 40) / PDF format

• Confronting the Unique Challenges of Including English Language Learners with Disabilities in Statewide Assessments (ELLs with Disabilities Report 9) / PDF Version

• Alternative Routes to the Standard Diploma (Synthesis Report 54) / PDF format

• Expectations for Students with Cognitive Disabilities: Is the Cup Half Empty or Half Full? Can the Cup Flow Over? (Synthesis Report 55) / PDF format

• Graduation Exam Participation and Performance (1999-2000) of English
  Language Learners with Disabilities (ELLs with Disabilities Report 2) / PDF Version

• Biennial Performance Reports: 2000-2001 State Assessment Data (PDF format)

• Progress Monitoring in an Inclusive Standards-based Assessment and Accountability System (Synthesis Report 53) / PDF format

• Principles and Characteristics of Inclusive Assessment and Accountability Systems (Synthesis Report 40)

• Enhancing Communication:  Desirable Characteristics for State and School District Educational Accountability Reports (Synthesis Report 30)

• Are We There Yet? Accountability for the Performance of Students with Disabilities (Technical Report 33) / PDF Version

• Rethinking Basic Assumptions of Test Development: Assessment Frameworks for Inclusive Accountability Tests (Policy Directions 17) / PDF Version

• Putting it All Together: Including Students with Disabilities in Assessment and Accountability Systems (Policy Directions 16) / PDF Version

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