Students with disabilities represent a relatively small but important group of students in U.S. high schools. The education of these students is heavily influenced by federal and state law as well as by longstanding beliefs about the purpose of education and the extreme heterogeneity of the population. Until recently, general educational policies were designed with little regard for the subgroup of students with disabilities. Inclusive accountability models must accommodate seemingly incompatible notions of standards, content and achievement, and individualization. In the first section of this report the authors present the core policies that guide all disability policy development and the options for considering how to build an inclusive accountability system. In the following sections of this paper they describe in greater detail, policies and policy issues that arise when including students with disabilities in high stakes standards-driven accountability. This includes an overview of the characteristics of secondary students with disabilities and their current educational experiences, achievement, and educational outcomes. The authors also discuss educational laws and other policies and practices that will need to inform any new assessment and accountability models. Finally, they elaborate upon the options presented for meaningfully including all students with disabilities in any new high school accountability model.