Questions and concerns exist regarding the exclusion of students with disabilities from statewide assessments, partly because the number of student with disabilities who are included in state assessment varies from state to state and is generally low. This contributes to a belief that accountability for all students may be misunderstood or ill defined or that participation decisions are made using a questionable decision-making process. The purpose of this study is to find and report on the participation rate of students with EBD on a state-mandated accountability assessment in the area of reading. This study goes further to examine the relationship of students' instructional settings in reading to their participation in the state assessment. This study will answer these questions through an examination of one representative school district in a large southwestern state, one of many that currently do not report disaggregated data by disability category. (Contains 2 tables.)