Accountability and Access to Opportunity: Mutually Exclusive Tenets Under a High-Stakes Testing Mandate

Abstract

The No Child Left Behind Act mandates that all students must be included in accountability assessments of educational progress. This article examines the undesirable social and vocational ramifications associated with the use of a single high-stakes test to assess the academic proficiencies of students with disabilities and the present discriminatory nature of the required performance on one standardized exam. Acceptable alternatives satisfy the requirement of accountability and ensure equal access to opportunity for students with disabilities in a fair and nondiscriminatory manner.

Key Words:

• accountability
• high-stakes tests
• No Child Left Behind
• students with disabilities

Additional information

Notes on contributors

Candace Joles

Susan Fread Albretht is the Director of Special Services for Marion Community Schools In Marion, Indiana. Candate Joles is a doctoral student at Ball State University In Muncie, Indiana.