Students with disabilities and English learners rank high among those facing the greatest academic challenges in public education. Like canaries in the coal mine, these students are often the first to reveal how conditions in schools are not adequately supporting students' academic growth. Their mandated participation in alternate statewide assessments offers insights why that might be. All states administer assessments in English language arts and mathematics in grades 3 through 8 and at least once in high school as well as science assessments in at least one grade in each of the 3 to 5, 6 to 8, and high school grade ranges. All states also administer English language proficiency assessments to K-12 English learners each year. Every one of these general assessments also has an alternate version for students with significant cognitive disabilities who cannot access the general assessments. Some states also offer alternate academic assessments in languages other than English to allow English learners who are not yet proficient in English to demonstrate their knowledge and skills. According to Ellen Forte, students with disabilities and English learners offer a window into what large-scale testing could look like for all students if state and federal policies loosen their footing in traditional testing models and allow for more innovative, student-centered approaches. The tenets of accountability, alignment, and "all" would still apply--and likely with greater success--if state leaders would embrace and expand the lessons of alternate assessment.