The Educational Policy Reform Research Institute (EPRRI), with funding from the U.S. Department of Education's Office of Special Education Programs, investigates the impact of educational accountability reforms on students with disabilities and on special education. EPRRI addresses the research needs of policymakers and other key stakeholders by identifying critical gaps in current knowledge, seeking promising strategies, and publishing Topical Reviews, Policy Updates, and Issue Briefs. This policy update looks at some of EPRRI's research activities into the impact of key NCLBA requirements. The following topics are discussed: (1) Topical Review 4: Emerging State-level Themes: Strengths and Stressors in Educational Accountability Reform; (2) Topical Review 5: Highly Qualified Teachers for Students with Disabilities: Identifying the Knowledge and Skills Needed by Special Educators; (3) February 2003 Policy Symposium: Parent Perspectives: Reporting the Performance and Achievements of Students with Disabilities; (4) Issue Brief 6: Opportunities and Challenges: Perspectives on NCLBA from Special Education Directors in Urban School Districts; and (5) Field-Based Research: How Did They Do? A Review of 2002-03 Annual Yearly Progress Results in EPRRI's Participating Study Sites.