This study focused on school-level approaches to assessment and accountability policies and practices. A national random sample of 131 (34.22%) principals from juvenile correctional schools for committed youth (JC) responded to a mail and on-line survey. No statistically significant differences existed between respondent and nonrespondent schools. Results indicated that the majority of students with or without disabilities in JC schools participated in state assessments. The most common basis of school policies for assessment accommodations was state accommodation guidelines. For most JC schools there was no process for accountability for student participation and performance on state assessments. Almost half of principals did not know if their school made Adequate Yearly Progress. Other salient results, implications, and recommendations for future research are presented. (Contains 4 tables.)