In the years since the 2015 reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) placed a 1.0% cap for states on participation in the alternate assessment based on alternate academic achievement standards (AA-AAAS), states have worked hard to navigate the new restrictions on participation in this assessment. This 1.0% cap limits participation in the AA-AAAS to students with the "most significant cognitive disabilities." To meet this requirement, states have developed guidelines, definitions, and decision-making tools to assist individualized education program (IEP) teams in determining which students are eligible to participate in the AA-AAAS. This report provides an update to previous analyses of the guidelines, definitions, and criteria states have developed for making decisions about AA-AAAS participation. The authors analyzed criteria that should be used and factors that should not be used to determine participation, the state definitions of "most significant cognitive disabilities," the information provided to parents about the AA-AAAS, mentions of English learners in materials related to the AA-AAAS, exemption and non-exemption materials regarding participation, and the content areas for which participation decisions are made. In this analysis of the 2021-22 policies of the 50 states and the District of Columbia, the most commonly included criteria for participation in the AA-AAAS were: (1) extensive individualized instruction or supports (N=51); (2) significant cognitive disability, or significantly affected cognitive or adaptive function (N=51); (3) has disability or IEP (N=51); and (4) alternate or modified curriculum standards (N=42). The most frequent factors that are not to be used in making participation decisions were: (1) poor performance or impact on accountability system (N=48); (2) excessive absences (N=46); (3) social, cultural, linguistic, or economic factors (N=46); and (4) disability label, placement, or services (N=46). Forty-six states met the criteria for having an explicit definition of "most significant cognitive disabilities," and the most common components of definitions were: significant cognitive/intellectual deficits (N=41) and poor adaptive skill level (N=38). The authors also analyzed materials related to parent information, English learner mentions, exemption materials, and content areas for participation. Forty-seven states included some form of parent information related to the AA-AAAS, with the most common components included in the information being notification that their student would participate in the AA-AAAS (N=31), mention of academic standards (N=24), and mention of the effect on diploma type or postsecondary options (N=23). There was an overall increase in information available for this analysis compared to previous analyses, with almost all states (N=46) including definitions of "most significant cognitive disabilities." Additionally, most states provided information on criteria or tools for decision making in more than one format.