Participation Matters: Talking Points for SEA Policymakers

Statewide assessments inform decisions about policy, instruction, and resource allocation. When students with disabilities are excluded from assessments, these decisions are made using incomplete data. Participation in assessments is essential to the collection of accurate data that represents the achievement of all students. New directors of assessment and special education can use these talking points to communicate with stakeholders the importance of including all students in state assessment systems.

What Does the Law Say?

Two federal laws establish clear mandates for including all students in statewide assessment systems.

• The Every Student Succeeds Act (ESSA, 2015) requires states to test 100% of students to ensure they are prepared for college and careers. ESSA requires states to administer reading/language arts and mathematics tests in grades 3–8 and once in high school. Also required are tests in science and English language proficiency.
• The Individuals with Disabilities Education Act (IDEA, 2004) requires states and districts to include students with disabilities in all state and district tests. States must provide appropriate accommodations for students with disabilities to participate in general assessments, as indicated in Individualized Education Programs (IEPs). States must provide alternate assessments for students with the most significant cognitive disabilities who cannot participate in general assessments, even with accommodations.

Why Does Participation Matter for Students and Families?

Participation in statewide assessments provides students with an opportunity to demonstrate their learning. Students and families can use test results to track progress toward grade-level standards and individualized goals. Participation in statewide assessments informs IEP development and encourages schools to provide students with disabilities the same high-quality instruction and learning opportunities as their classmates.

Why Does Participation Matter to Schools, Districts, and States?

Statewide assessments are a vital tool for system-wide improvement. Leaders and policymakers can use test data to inform resource allocation decisions. Statewide assessments provide a broad picture of how students across the state are performing. They also provide district and school data showing how schools are performing locally. Schools can use test data to identify student needs and provide intervention. Testing data ensures that schools are held accountable for the progress of every student, which encourages schools and teachers to maintain high expectations for everyone.

Talking Points

• High Expectations: Including all students in testing shows that we have high expectations for every learner, which helps improve student success.
• All Students Count: When we leave students with disabilities out of testing, there is less pressure to provide them with a high-quality education.
• Snapshot of Success: Statewide assessment is a snapshot of how the whole school system is performing, not just a measure of a single student's achievement.
• Data-Driven Support: If we do not have data from at least 95% of our students, we cannot accurately decide which schools need help or which programs are actually successful.

References

Elementary and Secondary Education Act of 1965, as reauthorized by the Every Student Succeeds Act of 2015, Pub. L. No. 114-95, 129 Stat. 1802 (2015). https://www.govinfo.gov/content/pkg/PLAW-114publ95/pdf/PLAW-114publ95.pdf

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2004). https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1400