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This report summarizes the thirteenth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for 49 states and 6 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states documented the academic achievement of students with disabilities. Key findings include: (1) Fewer than half of the states have defined what college-and-career-readiness means for students with disabilities participating in the alternate assessment based on alternate achievement standards (AA-AAS); (2) Fewer than half of the states offered their current general state assessments on computer-based platforms for math, reading, or science; (3) State technology staff contributed to technology decision making for the AA-AAS being developed by the consortia in eight states, and contributed to technology decision making for the general assessment being developed by the consortia in just over half of the states; (4) More than half of the states indicated a need for technology-related investments for the majority of districts in their state in order to improve the participation of students with disabilities in instructional activities and assessments; The types of investments most frequently cited as needed were additional computers and improved bandwidth for Internet connectivity; (5) Since 2009 there has been a 39% increase in states that disaggregate assessment results by primary disability category for the purpose of reporting assessment results for students with disabilities; (6) More than three-quarters of the states considered universal design during test conceptualization and construction; (7) Six states offered end-of-course alternate assessments based on AA-AAS; (8) Fewer than half of the states included data for all students with disabilities in their teacher evaluation system for general education teachers; and (9) Twenty states did not disaggregate assessment results for English language learners with disabilities. States widely recognized the benefits of inclusive assessment and accountability systems, and continued to improve assessment design, participation and accommodations policies, monitoring practices, and data reporting. In addition, states identified key areas of need for technical assistance as they move toward implementing next generation assessments. “Successes and Challenges Reported by Unique States” is appended.