Disability-as-diagnosis, disability-as-identity, and disability-as-experience as pressing measurement issues in learning outcomes assessment are described in this paper. Disability represents a critically important latent variable in many learning outcomes assessment plans unless it is a formalized part of analytic plans. Noting the potential for disability to function as a confounding variable, we describe its potential inclusion as a control variable in all studies as well as specific scenarios in which it may make sense to treat disability as a mediating or moderating variable. We demonstrate that utilizing accessible instruments and thinking systematically about disability as part of assessment plans will produce more accurate results.