This paper analyzes data from a 1998 survey of state academic officers that covered state policies related to distance education technology. Concerning general planning issues, the survey found most respondents rated "overall coordination and planning" as highly important, and that 22 states have a formal technology plan in place (Web links for plans are listed). Concerning academic policy, the survey found that 12 states have eliminated geographic service areas for programs using distance education technology; only 6 states have separate policies for approving new degree programs offered through distance education; 16 encourage institutions to use coursework offered by other institutions; 33 are involved in a "virtual university" network; and almost all states offer expanded inter-library and electronic library services. Concerning funding policy, most states do not set policy regarding tuition and fees for distance education students or mandate how revenue is shared between sending and receiving institutions; 13 states have policies regarding student technology fees; and 25 have passed legislative funding initiatives to support distance education technology. Concerning data issues, 30 states collect data on students in distance education programs, and 8 have or are developing measures or performance indicators for distance education programs. The survey and a list of respondents are appended. (DB)