Test security policies and procedures are needed to help ensure test security and confidentiality, but some policies may adversely affect accessibility for some students with disabilities, English learners (ELs), and ELs with disabilities. For example, many accommodations and assessments based on alternate achievement standards (AA-AAS) are administered in small group or individual settings, which may present unique test security issues.
States must thoughtfully consider how to balance test security and accessibility. Policies, processes, and procedures are needed that will support the valid measurement of what students with disabilities, ELs, and ELs with disabilities know and can do while maintaining test security.
NCEO Policy Directions: Considerations When Including Students with Disabilities in Test Security Policies (#23)
NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.