This analysis of a survey of state directors of special education concerning special education outcomes highlights the following findings: (1) more students with disabilities are participating in statewide testing and states are better at documenting actual numbers participating; (2) high stakes attached to school or district performance and lack of exposure of students with disabilities to test content are factors that inhibit greater participation of students with disabilities; (3) most states are in the process of developing alternate assessments; (4) test results are used primarily for guiding statewide policy decisions, decisions to reform schools, and decisions about individual students; (5) strategies used most often by states to meet the assessment provisions of the Individuals with Disabilities Education Act 1997 (IDEA) are training and the dissemination of written policies; (6) state special education involvement in standards-based reform is highest for practices directly related to students with disabilities, such as aggregating results of alternate assessments with general assessment results; (7) lack of resources and inadequate assessments are seen as the greatest barriers to obtaining educational accountability information on students with disabilities; and (8) best practice information continues to lead the list of preferred technical assistance. Extensive data tables are included. Appendices provide additional information on state efforts to meet IDEA assessment requirements and standards-based reform activities. (DB)