This report provides a comprehensive account of the performance of students with disabilities on state assessment measures. Following an overview of the issues, it explains the laws that govern the reporting of assessment results (Individuals with Disabilities Education Act Amendments of 1997 (IDEA) and Title I of the Elementary and Secondary Education Act of 1994). Next it explores the levels and audiences of reports that are traditionally used in education. Current reporting practices across all states are described generally and the practices of four states (Texas, New York, Maryland, California) are examined in greater depth. After discussing several issues related to reporting assessment performance, the paper concludes with an exploration of frameworks and implications for reporting on the state assessment performance of students with disabilities. Among conclusions are the following: states are moving toward, but have not yet fully complied with the IDEA directive concerning reporting of assessment results for students with disabilities; only one state, Kentucky, includes information on alternate assessments for students with disabilities; and states face technical statistical challenges in aggregating results from alternate assessments with regular scores. (Contains 54 references.) (DB)