This report summarizes the twelfth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for all 50 states and 8 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of standards-based education reform as states documented the academic achievement of students with disabilities. Key findings include: (1) States identified several successes and challenges in implementing large scale assessment to a wide and varied population of students; (2) Nearly half of the states did not disaggregate assessment results for English language learners with disabilities; (3) Most states monitored the participation of students on their regular assessment with accommodations. This was most frequently accomplished by directly observing test administration; (4) Three in four states examined the validity of the accommodations used in their state by reviewing research literature or completing an analysis of data; (5) Four in five states used or were considering a growth model for reporting or accountability purposes; (6) Almost half of the states had a formal policy on the use of formative assessments by districts and schools; (7) More than a quarter of the states had decided not to develop an alternate assessment based on modified achievement standards (AA-MAS); and (8) Many states that had developed or were developing an AA-MAS changed an existing grade-level test rather than designing an entirely new test. The most frequently made changes included simplifying vocabulary, reducing the length of the test, and shortening reading passages. States widely recognized the benefits of inclusive assessment and accountability systems, and continued to improve assessment design, participation and accommodations policies, monitoring practices, and data reporting. In addition states identified key areas of need for technical assistance moving forward. Appendices include: (1) Successes and Challenges Reported by Unique States; (2) States' Web Addresses; and (3) Contextual Comments Related to Assessment Data Trends. (Contains 23 figures and 3 tables.