This study explored the performance of students with disabilities on a field test of the revised New York State Regents Comprehensive Examination in English, the first of two new Regents examinations that almost all students in the state will have to take to obtain a high school diploma. Data from the field test were gathered statewide, although not necessarily from a fully representative sample of schools, for 8,750 students. Accommodations were used liberally, with extra time and testing in a separate location being the most common. Completion rates were similar for students with and without disabilities, and few items had very low "p" values for students with disabilities. However, students with disabilities scored roughly two thirds to one and one third standard deviations below other students, and a high percentage of students with disabilities provided either unscorable or extremely weak responses to open-response items. The study clearly underscores the need for more extensive information to clarify the effects of including students with disabilities in high-stakes assessments. In addition, the study raises concerns about possibly excessive levels of difficulty for some students with disabilities, which could cause either very high failure rates or undesirable responses by teachers or students, such as excessive coaching. (Contains 26 tables, 6 figures, and 9 references.) (Author/SLD)