Some of the issues encountered in collecting accountability data pose general challenges, while others become barriers to facilitating the participation of students with disabilities in assessment programs. This includes the attitudes of educators, policymakers, parents, and students. Stakeholder Commitment and Mistrust Stakeholders may not be ready to commit to accounting for the results of education or collection of data. They might be concerned that a shift of resources from direct service to data collection would cause educators and the public to become skeptical. Or, they may be fearful that an accountability program would cause them to lose local control .
Educational reform can sometimes foster mistrust among stakeholders.
The role of the state needs to be determined without increasing stakeholder fear of losing local control. This can have a big impact. For example, if the state decides to mandate an assessment in order to facilitate data aggregation, the instruction and testing decisions in local schools will be affected. Some educators may be reluctant to be held responsible for the educational gains of students with disabilities or low performing students, especially if sanctions and rewards are steep. But the fact is, students with disabilities now spend more time in general education than special education.