This report describes how assessments are scored and results are reported in the inclusive assessment and accountability systems in Maryland and Kentucky. Specific topics include: (1) how school performance is reported to the public; (2) what components go into the reported performance of schools; (3) how scores are obtained for students in the regular assessments; (4) how scores are obtained for students who participate in alternate assessment systems; (5) how scores are aggregated from regular and alternate assessment systems; (6) what current issues the assessment programs in both states are facing; and (7) what the plans are for the future. These topics are discussed for each state separately and then the two states are compared. Differences between the two states include the establishment of benchmark performance standards, Maryland's use of test performance in graduation requirements, Maryland's detailed annual report of the performance of each of the local school systems, and Maryland's development of a separate set of academic expectations for students in their alternate assessment programs. Commonalities between the two states are also discussed. An appendix includes a sample of state summary and disaggregated data, and summary data for each school system in Maryland. (CR)