This paper outlines how the Austin Independent School District (Texas) tried to deal with the following questions: (1) Should special education students be included in the administration of standardized tests?; (2) Should their scores be included or excluded in the reporting of test results?; and (3) What are the evidences that test scores reflect schools'"true" achievement level? Previously, the inclusion or the exemption of the special education students was determined by hours of service criterion. In the early 1980s, based on a comprehensive decision-making process and computerized record keeping system, this responsibility was transferred to each student's Admission, Review and Dismissal (ARD) Committee. The guidelines used by this committee are attached. As regards the inclusion of the test scores, all valid scores are reported. However, the scores of special education students who were tested even though exempted by their ARD Committees, or who took the test for experience only, are not reported. Concerning the scores representing "true" achievement, test scores obtained by procedures which are part of the norming procedure are not treated as valid. Besides the student exemptions policies, copies of participation forms for levels K-8 and 9-12, automatic decisions programmed into the computer for various grade levels, special testing procedures, and a letter to the itinerant teachers for the visually handicapped are attached. (JAZ)