In this state, one constant that students with disabilities have experienced has been the lack of accessibility to the high-stakes standardized test, the Massachusetts Comprehensive Assessment System (MCAS). The purpose of this Action Research study was to investigate and improve the access, to MCAS testing for students with disabilities in Massachusetts public schools resulting in a disproportionate number of low scores for students with disabilities across the state. Data collected in Cycle 1 consisted of responses from 11 middle school special educators in semi-structured interviews. Action steps including meeting with the special educators, interviewing members of grassroots organizations for their diverse perspectives of MCAS testing, and having special educators complete a survey indicating their degree of agreement to statements about MCAS testing. These steps were designed, implemented, and evaluated in Cycle 2 to provide input to the policy memo for an accessible assessment of what all students know and can do. The study concluded that accountability was the primary purpose of MCAS testing, state control was the reason MCAS testing was not differentiated, and writing a policy memo to the Massachusetts State Legislature Co-Chairs of the Joint Committee on Education increased the state legislature's awareness of the need for an alternative to MCAS testing. Implications for the organization included educating state legislators about the negative effects of the current form of MCAS testing and further exploring ongoing initiatives toward an alternative form of MCAS testing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]