States have taken a variety of approaches in the development of their alternate assessments and the policies and procedures that support them. This has resulted not only in alternate assessments that differ from state to state in their characteristics, but also in variations in the characteristics and percentages of students who are targeted for participation in the alternate assessments from one state to the next. This paper describes the variability in alternate assessment policies and practices across the states, including the revisions that are still being made to alternate assessments. Specifically explored are 11 states with multiple alternate assessment options and the nature of the alternate assessment options (out-of-level testing, modified assessments, other, or unclear) that are used in addition to those most like the typical alternate assessments used in most states. This paper also presents five recommendations made for the National Assessment of Educational Progress (NAEP). Appended are the: (1) Alternate Assessment in the Individuals with Disabilities Education Act; and (2) Alternate Assessment in the No Child Left Behind Act. (Contains 11 tables and 1 figure.) [This paper is one of a set of research-oriented papers commissioned by National Assessment Governing Board (NAGB) to serve as background information for attendees of the NAGB Conference on Increasing the Participation of Students with Disabilities (SD) and limited English proficient (LEP) Students in NAEP.]