For several years, states have listed accommodations allowed on state assessments. States soon found that the definitions of these accommodations varied not only across states, but also within states and even in schools. Over the past few years, states have made greater attempts to define each accommodation and to decide whether the accommodation provided valid test results. During that time, the National Center on Educational Outcomes has recorded accommodations used by states and their definitions and decisions about validity. As the authors studied accommodations use, they found that there are accommodations that require human assistance in order to administer, but that rarely came with instructions about how they were to be delivered or qualifications of the human assistants. They decided to delve deeper and look for state guidelines for these individuals, who they are now calling "access assistants." Guidelines from state education department Web sites were searched, letters sent, and phone calls made to all 50 states to find out what existed for access assistants. They found 22 states with guidelines for one or more of the access assistants that were the focus of their study--scribes, readers, and sign language interpreters. Variations across state guidelines extended from breadth and depth to format and ease of access. They also found 14 states with guidelines describing the qualifications or characteristics of scribes, readers, or sign language interpreters. The report concludes with a description of several challenges to the development of state guidelines for access assistants, and recommendations for meeting those challenges. The following are appended: (1) State Documents Containing Guidelines for Access Assistants; (2) Examples from State Guidelines for Access Assistants; and (3) Examples from State Guidelines Specifying Qualifications and Characteristics of Access Assistants. (Contains 2 tables.)