State accountability systems assume standards based instruction and test content are highly aligned and opportunities to learn the content exist equally for all students. This alignment between content taught and tested is important to understand achievement, yet it is rarely examined. Teachers from Grades 3 to 8 participated along with students without disabilities (n = 116) and students with a disability (n =104) who received all mathematics instruction in their general education. Teachers recorded over 155 days of instructional information for mathematics and administered an interim mathematics test at the end of the year. We found an average of 44% of mathematics content standards were taught and tested, while 22% were not taught but tested. The results indicated students without disabilities did significantly better than students with disabilities on content taught and tested, but not so on content not taught but tested. Limitations and research needed conclude the article.

中文翻译：

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了解考试内容和考试成绩的机会

州问责制系统假设基于标准的指导和测试内容高度一致，并且所有学生都有平等地学习该内容的机会。讲授和测试的内容之间的这种一致性对于理解成绩很重要，但很少进行检查。3至8年级的老师与无障碍学生（n = 116）和有残疾学生（n = 104）一起参加了他们的通识教育。教师记录了155天以上的数学教学信息，并在年底进行了一次临时数学测试。我们发现平均有44％的数学内容标准是经过教授和测试的，而22％的标准不是经过教授而是经过测试的。结果表明，在教学和测试的内容上，无障碍学生的表现明显好于残疾学生，但在未教学但经过测试的内容上却没有。本文的局限性和研究需要总结。