As test designers work to craft the new, common assessments set to debut in most of the nation's public schools in the 2014-15 school year, their goal is to provide all English-language learners (ELLs), regardless of their language-proficiency levels, the same opportunities to demonstrate their content knowledge and skills as their peers who are native English-speakers or former English-learners. Doing so, however, will take an unprecedented effort not only to better understand the types of testing accommodations that can give English-learners full access to the math and English/language arts exams without compromising the material being tested, but also to get states to agree on them. And it will require the reversal of a decades-long practice in many schools: using a wide range of testing accommodations for ELLs that were originally designed for students with disabilities.