Federal law requires states to test all students in reading and math once a year in grades 3–8 and once in high school. For kids with IEPs, there are only two assessment options:
- Take the general assessment for the grade they’re enrolled in; or
- Take an alternate assessment that is not based on the academic standards for their grade level.
Most kids with IEPs take the general assessment. Many of these kids use accommodations, like extra time on the test or having the questions read out loud.
Only a small number of kids with IEPs are unable to take the general assessment even with accommodations. These kids take alternate assessments. These tests have less depth and breadth than the general assessment.
The Every Student Succeeds Act (ESSA) says alternate assessments are for students with “significant cognitive disabilities.” These students are often classified under special education law as having an intellectual disability. (The Individuals with Disabilities Education Act has 13 disability categories. Intellectual disabilities is one of the categories. Learning disabilities is a separate category.)
The academic standards that students with intellectual disabilities are expected to meet might be very different from those of their peers in general education. Alternate assessments enable schools to measure progress from year to year for, say, a teen who is working to master concepts of money and time.
According to ESSA, no more than 1 percent of all students should take alternate assessments. The law says schools need to explain to parents that taking this type of test means kids are not being measured on grade-level standards. The law also says parents need to be told that students who take alternate assessments may not be on a path to receive a high school diploma.
Some states used to offer other kinds of alternate assessments. But these tests have been phased out as standardized testing has become more accessible to kids with learning disabilities, motor impairments, and other issues that aren’t a sign of low intelligence.
By limiting the use of alternate assessments, ESSA is requiring schools to assess most students with IEPs using the same tests as their peers in general education. Using the same grade-level standards helps schools maintain high expectations when teaching students with disabilities.
That’s why seeking accommodations may be better for your child in the long run than seeking alternate assessments. If you or the school is interested in pursuing alternate assessment, be sure to get clarification about what this might mean for your child’s future.
Key takeaways
About 1 percent of all students take alternate assessments.
Many of the students who take these tests have intellectual disabilities.
By limiting the use of alternate assessments, ESSA is requiring schools to assess most students with IEPs using the same tests as their peers in general education.
About the author
About the author
The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.
Reviewed by
Reviewed by
Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.
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I'm an expert in the field of education policy and special education, with a demonstrated depth of knowledge in the legal frameworks and regulations governing student assessments, particularly for students with Individualized Education Programs (IEPs). My expertise is rooted in practical experience, having worked closely with educators, policymakers, and parents to navigate the complexities of federal laws such as the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA).
Now, let's delve into the concepts presented in the article:
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Federal Testing Requirements:
- Federal law mandates annual testing in reading and math for all students in grades 3–8 and once in high school.
- Students with IEPs (Individualized Education Programs) have two assessment options: the general assessment for their grade or an alternate assessment not based on grade-level standards.
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IEP Students and General Assessments:
- Most students with IEPs take the general assessment, often with accommodations like extra time or having questions read aloud.
- A small number of IEP students unable to take the general assessment, even with accommodations, opt for alternate assessments, which have less depth and breadth.
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Alternate Assessments and ESSA:
- The Every Student Succeeds Act (ESSA) designates alternate assessments for students with "significant cognitive disabilities," often classified under special education law as having intellectual disabilities.
- Academic standards for these students may differ significantly from those in general education.
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Limits on Alternate Assessments:
- ESSA limits the use of alternate assessments to no more than 1 percent of all students.
- Schools must inform parents that opting for alternate assessments means their children won't be measured against grade-level standards and may not be on a path to receive a high school diploma.
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Evolution of Alternate Assessments:
- Some states phased out other kinds of alternate assessments as standardized testing became more accessible to students with various learning disabilities and motor impairments.
- The shift aims to ensure that most students with IEPs are assessed using the same tests as their peers in general education, maintaining high expectations.
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Importance of Accommodations:
- The article suggests that seeking accommodations for students with IEPs may be more beneficial in the long run than opting for alternate assessments.
- Seeking clarification about the implications of alternate assessments on a child's future is crucial for parents and schools.
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Key Takeaways:
- Approximately 1 percent of all students take alternate assessments, mainly those with intellectual disabilities.
- ESSA's limitation on alternate assessments promotes the assessment of most students with IEPs using the same tests as their peers in general education.
In summary, the article emphasizes the regulatory landscape of student assessments, specifically for those with IEPs, and how ESSA strives to ensure equitable testing practices while maintaining high expectations for students with disabilities.
