This study used data from the Kentucky Instructional Results Information System (KIRIS) to evaluate the participation of students with disabilities in the state's comprehensive assessment system. Data on students in grades 4, 8, and 11 during the academic years 1994-1995 through 1996-1997 were collected and analyzed. Results are reported in terms of the following factors: (1) characteristics of students receiving accommodations (70 percent were male, 85 percent European American, 12 percent African American, and 88 to 95 percent had a disability); (2) characteristics of typical students participating in KIRIS with accommodations (most were European American males with a specific learning disability); (3) rates at which groups participate in KIRIS with accommodations (African Americans were more likely than European Americans to receive an accommodation although European Americans with disabilities were more likely than African Americans with disabilities to receive accommodations); and (4) which accommodations are used, and by whom (the most common accommodation was oral reading of the assessment and the least common was use of an interpreter). A concluding section notes trends such as greater use of accommodations in grade 4 than in grades 8 or 11 and greater use of accommodations in 1996-1997 than in previous years. Thirteen tables detail the study's findings. (DB)