This correlation study examined relationships between special education and standardized testing variables of 100 Arizona secondary school districts with Native American populations, and the archival records for postsecondary outcomes between 2012 and 2014 of students with disabilities, using archival data collected by the Arizona Department of Education. Logistic Regression analysis results indicated no statistically significant relationships between Arizona Instrument to Measure Success test scores and special education services funding in relationship to districts that participated in compliance reviews for state performance plan Indicators 13 and 14, detailed in the article. Recommendations included establishing time-lines for disaggregated data collection, Local Education Agencies should increase practicing student outcome improvement strategies, and more targeted and specific research using similar variables with disaggregated data sets.