Examines the utility of a data-based assessment process to supplement teacher judgments about test accommodations. Results reveal that students with learning disabilities, as a group, profited differentially from accommodations on problem-solving curriculum-based measurements (CBM); teachers over-awarded accommodations; and CBM accommodation boosts predicted differential performance on large-scale assessments and supplemented teacher judgments in important ways. (Contains 23 references and 6 tables.) (GCP)