Large-scale educational assessment programs are the vogue in education today. The National Assessment of Educational Progress represents a new, creative approach to the longitudinal assessment problem. In addition, approximately three-fourths of the fifty state departments of education maintain some sort of statewide testing or assessment program. Many of the statewide programs, unlike the National Assessment Project, have long traditional histories. The New Hampshire statewide testing program (Austin and Provost, JRME, J anuary 1972) is representative of these statewide programs.
