You need to not be lulled into a false sense of accomplishment as rated by testing!!!

I am sorry,but I disagree wholeheartedly. For many youngsters with DS, it makes an awful lot of sense to keep them out in a preschool setting an extra year to "front load" the system and help address delays across all of the various domains of learning. This option is especially important to consider if a child is benefitting from a blended program of special education classes and regular preschool settings. And even more important if you know the school district will be one to push "lock step-age appropriate" moving along with a class. Also, if there is no flexibility in a preK and/or K setting to do another year there is a great teacher and support situation is found.

Now as to taking grade level tests and then being retained because one does not pass a grade level test. Well, in most cases a student with DS will not have the cognitive abilities to do grade level work, especially as the student progresses beyond the third grade. The student, while in an inclusive learning setting, should be having work modified and working to meet the goals of his/her IEP, especially in the core skills areas of reading, writing and math skills. **If he/she is not doing this but simply being educated on the grade level curriculum with modifications and everyone knows he/she does not have the reading, math or comprehension skills well then, it is a farce, but a real "feel good" experience for the parent I guess.

Students with any significant disability, which DS certainly is, should have the opportunity to be in an inclusive educational setting, but the IEP goals should preempt the idiocy of NCLB learning goals that "All children will doXXXXXX on grade level." because as educational research and performance has shown there is a bell curve of learning outcomes and the general population - that is until the Bush "Flat Line" of 100% achievement was enacted to the law of the educational land 8 years ago!!
If a child is not within a certain range of below grade level achievement on reading achievement, it makes no sense at all to be taking state grade level assessments. The NAEP - National Association of Educational Progress - exact name escapes me right now has comprehensive data showing that even the lowest quartile (25%) of regular education students without a disability label make slower progress in acquiring skills as they move through grades, and **that a student will not be able to understand instruction on a reading level say two grade level above present comprehension.

So, think clearly and realistically about what you want a child to gain from public education. No one should become frustrated and feel that they are an unsuccessful learner because one is asked to take assessment tests that are way beyond one's cognitive ability and basic reading, writing or math skills. Off grade-level testing of sequential skills acquisition for many students would make much more sense and still hold teachers accountable for the progress of students with DS and other significant disabilities in their curriculum and instructional program.