This issue brief reports on accountability policies and practices for elementary students with emotional and behavioral disorders in private and public day treatment and residential schools. Between January 2001 and March 2002, a study was conducted of these schools, gathering responses from 271 principals and 229 teachers. Major findings included: (1) the majority of respondents used assessments required by the local district and/or state as their primary accountability tool. However, approximately 30% of teachers and 20% of principals relied on teacher-selected assessments and another 11% used assessments developed by the school; (2) more than half of the teachers and principals whose schools used local district and/or state assessments reported that between 81-100% of students participated; (3) respondents from 31 states reported that state standardized norm-referenced or criterion-referenced assessments were available as alternate assessments; (4) more than 80% of respondents reported a school assessment accommodation policy, most often based on state or district guidelines; (5) assessment results were most commonly reported to parents, guardians, and teachers, and maintained in each student's file; (6) assessment results were most often used to adjust instruction or curriculum and identify areas where school performance was acceptable or needed improvement. (Contains 18 references.) (CR)