This study examined the relationship between instructional and assessment accommodations for students with and without disabilities participating in the Kentucky Instructional Results Information System (KIRIS). The study evaluated the educational records of 78 students with disabilities and 51 students from the general population. Results are reported for instruction and test accommodations and for course grades and KIRIS performance. The study found a high degree of match between the use of instructional accommodations and the use of testing accommodations in the KIRIS administration for students with disabilities. Most of these accommodations were in place prior to the testing year and were still being used 2 years later. Students receiving special education services were not generally as successful in their classroom grades or their KIRIS scores as students not receiving special education services. However, there was a lack of correlation between KIRIS scores and student grades for students with disabilities. Finally, students receiving modified instruction tended to receive lower KIRIS scores than other students. Overall, the study validated that most accommodations provided during testing are those provided during instruction. The data collection survey used to evaluate educational records is appended. (DB)