This study analyzed the written accommodation guidelines for students with disabilities in 18 states (Alabama, Florida, Georgia, Hawaii, Louisiana, Maryland, Michigan, Mississippi, Nevada, New Jersey, New Mexico, New York, North Carolina, Ohio, South Carolina, Tennessee, Texas, and Virginia) that use graduation examinations. Each state uses a different test; 12 include a writing sample; and all states, with the exceptions of Nevada and North Carolina, have criterion-based tests. A variety of accommodations are allowed when students with disabilities take the exams. A common general guideline is that testing accommodations should be consistent with accommodations used by the student for classroom instruction. Analysis of specific accommodations are organized into four groups: (1) format/equipment accommodations (such as Braille or sign language); (2) scheduling accommodations (extended time, multiple sessions, breaks); (3) setting/administration accommodations (individual administration, interpretation of directions); and (4) response accommodations (use of proctor or scribe, machine, writing responses in test booklet). Most states did not indicate whether the testing results of students using accommodations would be included in the local or state statistics. Guidelines were also rated for clarity, inclusiveness, and organization. Among four recommendations to states are that clear definitions and explanations of each acceptable accommodation should be provided. (DB)