A challenging educational issue, which has in recent times been overlooked in the educational community, is what should be the relationship between instruction in the classroom and assessment at the end of the school year. Specifically, the educational issue concerns special education students in general education classrooms. Researchers within the field of education have come to understand the most beneficial method to ensure student progress at the high school level is for there to be a parallelism between instruction in the classroom and assessment at the end of the year. This paper presents an argument criticizing the existence of non-alignment between instruction in the classroom for the high school science curriculum and end of the year assessment. This research critique of educational policy provides new incite to how non-alignment is present between instruction and assessment, but it is possible for changes to be made to the educational policy.
