A n important way states have been implementing school reform in recent years is through the use of large-scale state and district assessments for student and school accountability. These assessments are used to determine if students have met state or district standards. The federal legislation No Child Left Behind (NCLB, 2002) placed increased emphasis on educational accountability by requiring statewide assessment systems covering all public schools and students. These systems must be based on challenging standards in reading/language arts, mathematics, and science (science by 2007), annual testing for all students in Grades 3-8, and annual statewide progress objectives ensuring that all groups of students reach proficiency within 12 years. Assessment results and progress objectives must be reported by poverty, race, ethnicity, disability, and limited English proficiency to ensure that no group is left behind. Previous legislation, (i.e., Individuals with Disabilities Education Act, 1997) required that states provide alternate assessments for students with disabilities who are not able to participate in large-scale state and district assessments. To obtain data needed for No Child Left Behind, alternate assessments need to include the domains of language arts/reading, math, and by 2007, science.When IDEA 1997 required the use of alternate assessments, only one state, Kentucky, had widespread implementation of this process. By July 2000, states had to implement alternate