Officials with the National Center for Education Statistics asked the National Research Center's Board on Testing and Assessment to convene a workshop to assist them with their decisions about reporting results for accommodating test takers. The day-long workshop brought together four panels of representatives from state assessment offices, individuals familiar with testing students with disabilities and Englishlanguage learners, and measurement experts to discuss considerations associated with testing students with special needs. Chapter 1 of this report discusses the convening of the workshop. Chapter 2 provides background information on the National Assessment of Educational Progress (NAEP)'s policies for including and accommodating students with special needs. Chapter 3 summarizes information on federal requirements for including and accommodating students with disabilities and English-language learners in large-scale assessment. Chapter 4 presents the findings from surveys of states' policies for including, accommodating, and reporting results for students with special needs. First-hand accounts of policies and experiences with reporting results for accommodated test takers in Texas and Kentucky appear in chapter 5. Chapter 6 highlights findings from research on the effects of accommodations on NAEP and on other tests. Chapter 7 concludes the report with a summary of discussants' remarks. (Contains 53 references.) (CR)