The bias committee, which traditionally addresses race discrimination, should also address discrimination on the basis of disability. Individuals with disabilities and individuals with expertise in disability bias should be included on the committee. Such a committee is important because some test questions rely on information unavailable to a child because of his or her disability. In addition, students with all types and significance of disabilities should fully participate in all samples, trials, and field tests. It is important for parents to know how test results will be used.
Many states link assessment results to graduation.
Additionally, some states use assessment results as a basis for student promotion, student awards, or recognition of exemplary performance. Furthermore, some states use assessment results as a direct accountability tool for educators and school systems, for example, linking test scores with bonuses, school funding, or accreditation. Among the most critical issues to explore are your state s policy and practices for allowing students with disabilities to participate in the statewide assessment. The 1997 amendments to IDEA specifically require states to include all children with disabilities in state and districtwide assessment programs. The ADA and Section 504 similarly require participation of students with disabilities.