The purpose of this study was to look at two testing accommodations (e.g., read aloud and calculator use) within an "educational" setting. Previous research regarding testing accommodations has most often been conducted within an experimental setting, and the results are conflicting. Therefore, this study was conducted to look at whether or not testing accommodations impact test performance within the educational setting and whether or not they make a difference in other areas of achievement, such as disciplinary referrals and grade point averages (GPA). The four research questions posed were as follows: Is there a statistically significant difference in group mean scores on the English Language Arts (ELA) Massachusetts Comprehensive Assessment System (MCAS) test between the special education students with access to read aloud and use of a calculator through testing accommodations and those without? Is there a statistically significant difference in mean scores on the Mathematics MCAS test between the special education students with access to read aloud and use of a calculator through testing accommodations and those without? Is there a statistically significant group difference in frequency count of students with disciplinary referrals between special education students who receive the read aloud and use of a calculator testing accommodations and those who do not? Is there a statistically significant group mean difference in GPAs when comparing special education students who receive the read aloud and use-of-a calculator testing accommodations and those who do not? In order to conduct the research, a quantitative, non-experimental, comparative design was used. The population of the study consisted of special education students, grades six through 12 and aged 11 through 19. The students were mostly of Caucasian and Latino ethnicities. Furthermore, the two most common disability classifications were specific learning disability (SLD) and health disability. The data analysis used for questions one, two and four was an independent samples t-test, and a chi-squared analysis was used for question three. In addition, frequency and descriptive statistics were run. Results showed there was a significant difference in that special education students who did not receive either testing accommodation performed better on both MCAS tests than special education students who did receive both accommodations. Furthermore, no difference was found between the two groups when looking at total frequency counts of students with disciplinary referrals or GPA. Future research is suggested to look at disability classifications and the severity level of each disability when examining whether or not testing accommodations are effective at increasing scores on tests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]