The majority of schools realized the incomparable trend revealed by the performances of the disabled students and that of normal students. As a result, they decided not to involve the disabled students in state assessments. Although this was an unfair practice, they felt that it was essential since the disabled students would not meet the required standards of the tests when allowed to take them. This resulted in several problems in schools with cases of disabled students. According to Quenemoen (2008), the problems included an increase in the rate of referrals to special education, the need to exclude the students from the curriculum, and lack of information on education results of the disabled students. The practice was therefore poor and discriminative since they resulted in low-quality education among disabled students.