This paper provides an analysis of inclusion as it relates to national goals, national standards, and national tests for students with disabilities. Concerning the six national education goals specified in Goals 2000, the paper finds that the primary data collection programs used to document progress toward the goals exclude 40 to 50 percent of students with disabilities. Concerning national standards, the paper points out that experts in math believe that established standards are somewhat appropriate for students with disabilities but not feasible for implementation with most students with disabilities. Concerning state and national testing, the paper reports that most states use large scale assessments and do not include students with disabilities, and when students with disabilities are included, their data often are not reported. In each area, the paper describes efforts being made to address concerns and additional actions that can be taken to improve services. (JDD)