How does your state’s approach to including students with disabilities in state summative assessments and annual English proficiency assessments compare to national trends? The report, 2025 Survey of States: Trends and Issues in Statewide Assessment of Students with Disabilities, summarizes survey findings from state special education and assessment directors in 45 regular and unique states (e.g., American Samoa, Bureau of Indian Education, Commonwealth of the Northern Mariana Islands, Department of Defense, Federated States of Micronesia, Guam, Marshall Islands, Palau, Puerto Rico, U.S. Virgin Islands).

The survey collected information on the participation and performance of students with disabilities as well as current assessment trends and emerging issues. This report provides a national snapshot of how state education agencies monitor accessibility features, support appropriate participation in alternate assessments, and utilize growth models within their assessment and accountability systems.

Survey results show that states are primarily monitoring the provision of assessment accessibility supports by reviewing individualized education program (IEP) records and conducting site audits. To support appropriate participation in the alternate assessment based on alternate academic achievement standards (AA-AAAS), many states have focused on sharing data and providing better training for IEP teams. A significant challenge continues to be meeting the 1% cap on alternate assessment participation, which states addressed through improved student identification and staff training.

Findings also describe the varying ways growth models are applied to students with disabilities compared to the general student body. This resource is designed to help stakeholders compare national trends and improve how they support students with disabilities in their own assessment systems.