This policy paper outlines the impact that recent Title I legislation, which requires states to hold all students to the "same expectations," will have on state and local district evaluation plans, especially as regards students with disabilities. It notes the conflict between two educational goals: that of full inclusion of students with disabilities in all educational opportunities and that of the need to maintain educational standards. Issues in documenting cognitive (rather than physical) disabilities are raised and the possibilities that accommodations can grant unfair advantages to students so classified are considered. Relevant court decisions are reviewed as are requirements of the Americans with Disabilities Act and the Individuals with Disabilities Education Act. Policy implications suggest that requests for testing accommodations may not be automatically denied but must be evaluated carefully, and procedural safeguards must be followed at every step. The value of having detailed policies and written procedures is stressed. In the case of cognitive disabilities, recent confirmation can be required and any allowances granted should be specifically related to the disability and not affect test validity. Advantages and disadvantages of adding notations to test scores where accommodations have been granted are briefly considered. Care in balancing the policy goal of maximum participation by students with disabilities against the need to provide valid and interpretable student test scores is urged. (DB)