Perhaps no topic has as thoroughly vexed officials who oversee the nation's leading test of academic progress as the wide variation among states and cities in the proportion of students with disabilities and limited English proficiency whom they exclude from taking the exam or provide with special accommodations for it. The board that sets policy for the National Assessment of Educational Progress (NAEP) has been wrestling with the issue for roughly a decade and has made a number of changes in an attempt to close those gaps. Yet today, the broad discrepancies in the exclusion and accommodation rates of individual states and cities that take part in the heavily scrutinized exam, known as "the nation's report card," continue to spark complaints from those who believe those factors skew the results. This article reports that an ad hoc committee of the board is once again looking at exclusions and accommodations in the hope of bringing more consistency to those policies. In addition, federal officials have arranged two ongoing studies of the topic, one to determine whether they can identify a model exclusion rate for states, given their student populations, the other to see whether the official reporting of NAEP scores should be changed to better publicize the effect that exclusions are having on different jurisdictions' scores.