ABSTRACT
The demographic makeup of the United States has changed dramatically over the past two decades. K-12 schools and institutions of higher education are serving students who are increasingly diverse in cultural background, socioeconomic status, and disability status. Federal laws now require that state assessments used for school accountability include students who previously had been underserved both instructionally and in the assessment of their achievement. These students include English language learners (ELLs) and students with disabilities. Access to K-12 and postsecondary education and now the opportunity for equitable access to large-scale tests and other assessments is a significant step forward for students with special needs. With this advance, test designers face new issues and challenges as they develop assessments appropriate for a broader group of examinees than in the past.
