This report updates information on a previous synthesis of information currently available on the development of educational outcomes and a system of indicators for students with disabilities. Specifically, it provides information on the key national policy groups involved in outcomes-related activities and on key reports that have been produced during the past year. Noted is a trend away from complaints about the status of education toward identification of educational standards, the consideration of national standards and testing, and the investigation of alternative approaches to assessment. In some cases special education was identified as having a leadership role to fulfill in suggested educational reforms. Activities of 15 groups are then individually summarized followed by summaries of 15 major reports issues in 1991. These covered such areas as: state indicators of science and mathematics education; improving the National Education Data System; an examination of what the world of work requires of schools; the National Education Goals Report for 1991; a standardized tests and testing reform; and a system for teaching and assessing employability skills. Appended is the text of congressional testimony by the Council for Exceptional Children on the work of the National Council on Education Standards and Testing and testimony of the National Center on Educational Outcomes to the National Education Goals Panel. (23 references) (DB)