The Second Annual National Survey on Assessments and

investigated the types of testing accommodations used on 2004–2005 statewide standardized assessments as well as recommendations for best practices. A total of 444 partici-pants who served over 9,000 students as teachers, adminis-trators, or other educational professionals responded to the survey. The most widely used accommodations were small-group testing, interpreting test directions, and extended time. With the exception of interpreting or reading test items aloud, accommodations were largely used for both reading and math assessments. Participants perceived all listed accommodations as both valid and easy to use. Partic-ipants recommended that student academic level, communi-cation mode, and additional disabilities be taken into account when choosing accommodations for students who are deaf or hard of hearing. There is an increasing awareness of the need to ensure high academic standards for all students, including those with disabilities (McDonnell, McLaughlin, & Morrison, 1997; Thompson & Thurlow, 2001). Prior to legislation mandating increased access to the general education curriculum, few students with disabilities had the opportunity to learn core curricular content taught in regular education classrooms (Osgood, 2005). One recent strategy for raising academic achievement for students with disabilities is to hold schools and districts accountable for student outcomes (No Child Left Behind Act of 2001). Under No Child Left Be-hind (NCLB), states measure student proficiency with large-scale, standardized assessments, with nearly all students included in these assessments. Many students with disabilities now use ‘‘testing accommodations’ ’ in order to participate in statewide measures of student achievement (Lazarus, Thurlow, Lail, Eisenbraum, & Kato, 2006). Trustworthy accommodations are there-fore critical for schools to accurately document student proficiency in core content areas. Of the 60 million elementary and secondary school students enrolled in the U.S. facilities in 2004, approx-imately 72,000 were identified as deaf or hard or hear