This study examined the relationship between instructional and assessment accommodations for students with disabilities in grades 1-8 on the Maryland state tests comprising the Maryland School Performance Assessment Program. The study evaluated the Individualized Education Programs (IEPs) of 280 students with disabilities in four local education agencies. Results are reported for the following: special education characteristics of the sample; grades received; instructional accommodations; instructional modifications; accountability information for the sample; and testing accommodations. The study found that overall (84 percent), students' instructional accommodations matched those provided for statewide testing. However, common problems of poor documentation concerning accommodations, especially in testing situations, were also found. An additional finding was that instructional accommodations did not appear to be providing these students with an unfair advantage in school grades when compared to other students. The data collection survey used to evaluate IEPs is appended. (DB)