The purpose of this topical review is to examine the current state of accountability policies that impact students with disabilities who are educated in special schools and settings. For the purpose of this review, special schools and settings are defined as public or private settings outside of comprehensive K-12 school buildings. This review synthesizes information from three studies on accountability: (1) a survey of state policies on assessment and accountability for students with disabilities receiving education in special schools and settings; (2) a national survey conducted with teachers and principals working in day and residential treatment programs for students with emotional and behavioral disorders; and (3) an investigation by the Educational Policy Reform Research Institute (EPRRI) into the policies implemented by the project's four study states and districts for students with disabilities in special schools and settings. Major findings indicate that not all states have formal policies on accountability for this population of students; not all students in this group are participating in required assessments; and much ambiguity exists over who is responsible for ensuring that accountability measures are being fully implemented. Appended are the following: (1) Survey of State Policies on Assessment and Accountability for Students with Disabilities Receiving Education in Settings Outside of K-12 Schools; and (2) Interview Schedule for EPRRI Study Districts.