This study investigated the extent to which student performance and teacher perception of student performance affect placement in eighth-grade mathematics classes for students with disabilities. Authors used the Early Childhood Longitudinal Study--Kindergarten dataset to investigate how each of the following factors predicted placement in eighth-grade algebra or above: (a) fifth-grade cognitive math performance, (b) fifth-grade teacher rating of student ability, and (c) student enrollment in special education services. When controlling for various student characteristics, including student mathematical performance, students who received special education services had reduced odds of being placed in algebra by the time they entered eighth grade. Teacher evaluations of student performance played a greater role for special education students (particularly those with individualized education programs who had inconsistently demonstrated high performance) than for their typically developing peers. (Contains 7 tables and 4 figures.)