The March 2000 WEEA Digest contains two articles. The first, "Honoring Ways of Knowing" (A. Lin Goodwin) mentions that notions of "educational excellence" or "education for all" are too seldom actualized because such conversations often sidestep the reality of inequitable educational practices. Voluminous data exist that articulate how schools help to structure inequality. This digest begins with a brief summary of school experiences of children of color and girls in an effort to make known the ways that schools structure inequality and educators' (and society's) unrelenting low and limiting expectations for these students. The article discusses how authentic assessment can precipitate a shift away from knowledge as discrete and intelligence as static, and foster teachers' deeper understanding of children of color and girls' abilities, gifts, and ways of knowing. It argues that authentic assessment can result in transformative teaching that honors children's diversities and multiple ways of knowing and learning to nurture "all" their talents. The digest includes lists of WEEA resources on assessment; additional resources; and resource organizations for assessment. The second article entitled "Academic Accountability for Students with Disabilities and LEP" (Tim Boals) reports on how Wisconsin has developed an alternative assessment framework for special students. (BT)