My research and scholarly writing focus on the design and implementation inclusive assessments and standards-based reform. My programmatic, data-based research includes one of the initial investigations of the alignment between the state content standards and statewide assessments for students with significant cognitive disabilities (Roach, Elliott, & Webb; Journal of Special Education, 2005). In addition, in 2007, I received the Council of Exceptional Children’s Early Career Publication Award for a study that examined the influence of access to the general curriculum on students’ with disabilities performance on statewide alternate assessments (Roach & Elliott; Educational Evaluation and Policy Studies, 2006). Both of these studies served as the foundation for several additional studies, multiple USDE grants or subcontracts for inclusive assessment validation research, and most recently a co-authored book (Bolt & Roach; Including Diverse Learners in Standards-Based Accountability: Promoting Access to Assessment and Instruction, 2009). Currently, I am investigating the influence of special educators’ content expertise and teaching efficacy on students’ assessment performance. In addition, I am working with colleagues to develop and validate a new measure of access to the general curriculum for students with disabilities. I also have two small grants to investigate the effectiveness of (1) a test anxiety intervention for students with learning disabilities; and (2) a stress-reduction program for early career teachers.