Competence in algebra is linked to access to higher education, employment in better-paying jobs, and, increasingly, the ability to earn a high school diploma. For many students with learning disabilities, developing proficiency in algebra represents a challenging, but necessary goal. Teachers of students with learning disabilities need access to assessment tools and instructional strategies that support algebra learning. This article reports research on a group of measures designed to monitor student progress in algebra and highlights findings specific to students with disabilities. In addition, evidence-based instructional strategies for algebra are summarized. Implications for practitioners and future research are discussed for both progress monitoring assessment tools and algebra instructional practices. (Contains 4 tables and 2 footnotes.)