Access and Rigor Coexist: Why Accessibility and Accommodations Matter in Assessment

by Rebecca Kane

At its most basic level, accessibility, a key driver of fairness and equity, looks like simply having the opportunity to take a standardized test itself. In the past, it was standard for students to sign up for these assessments on their own, pay the fee, provide their own transportation, and take the test outside of school hours. However, many students who were able to participate in the assessments were often limited by these and other factors. Fortunately, accessibility has improved over time. For instance, opportunities for access have expanded through initiatives such as the ACT Fee Waiver program, which helps reduce financial barriers for eligible students, as well as school-day testing opportunities that allow students to test during the regular school day. Rather than requiring students to coordinate transportation, pay testing fees, or navigate scheduling challenges outside of school, more students now have the opportunity to participate in assessments. Barriers have been reduced, creating greater opportunities for students to participate in assessments and demonstrate what they know.

Beyond test day

Access doesn’t refer to test day alone, but to what happens beyond the test as well. It includes the design of the assessment, the relevance of the content, the availability of accommodations, and the systems that support students before and after testing. When students can meaningfully access and participate in an assessment, it also becomes possible for that assessment to feel relevant and engaging.

Understanding what accessibility means

Accessibility is often misunderstood as giving a student an advantage. But accessibility means different things to different students based on individual needs. Accommodations are one aspect of accessibility that may include adaptations such as extended time or breaks in accordance with a student’s individual situation.

However, occasionally, when somebody sees or hears of someone receiving accommodations on a test, they think that it makes that test easier for a student. I once had a colleague say to me, “Do we really need to provide extended time and read aloud for the ACT? They’re going to college, aren’t they?”

Yes, they need access, and that can look different depending on students’ needs. Extended time, read aloud, separate setting, and other reasonable accommodations do not change the makeup of the ACT or any other test. The students are taking the same test, but now they have the same opportunity to demonstrate what they know as other students. The test itself doesn’t change. The high expectations don’t change. The rigor of scoring doesn’t change based on the accommodated student. Whether students can meaningfully engage with the assessment is what changes. Access and rigor coexist. Meaningful accessibility matters.

Multiple assessments for individual success

Assessments such as PreACT, ACT, and WorkKeys each serve different purposes, but together they can help students better understand their strengths, readiness, and future pathways. When all students, regardless of background and abilities, can meaningfully engage with assessments and understand their relevance, accessibility becomes more than participation — it becomes preparation.

Accessibility also requires collaboration. In my experience, ACT serves as a partner to schools and districts by working alongside educators, counselors, testing coordinators, and student support teams to help ensure students have access to appropriate accommodations. From supporting the accommodations approval processes to providing clear communication around testing supports, ACT’s collaboration with school teams helps make accessibility more consistent and intentional. When assessment providers and educators work together, students are better positioned to engage meaningfully with the test and demonstrate their knowledge.

How schools and districts can be accessibility and accommodations advocates

Schools and districts play a critical role in making accessibility a reality. Accessibility should not be a conversation that surfaces only during testing season. It should be woven into instructional planning, student support systems, and postsecondary advising. Educators can normalize conversations about accommodations, ensuring students understand their rights and feel empowered to use the supports available to them.

Counselors can help students connect assessment results to future pathways. Leaders can ensure that accessibility and accommodations practices are consistent and intentional. Most importantly, schools can help students see relevance, not just requirements. When students understand why an assessment matters, they engage differently.

Accessibility and accommodations are not boxes to be checked. They are a commitment to readiness, equity, and opportunity. It is the belief that every student deserves the chance to show what they know. Normalize assessment conversations beyond testing day. Implement accommodations with intention. Connect assessment to real pathways. Collaborate across teams. When we do these things, accessibility becomes more than compliance. It becomes a catalyst for student success.