Since the California Assessment Program began in 1972 to provide information for evaluation of school programs in California, major changes in testing practices have occurred. Scholastic aptitude testing has been eliminated in all grades; state-designed reading and basic skills tests are administered in grades one, two, three, six, and twelve. This handbook was created to provide district test coordinatohs with information and assistance in dealing with the public and the press. A chapter on interpreting test results includes information about statistics, percentile ranks, satisfactory results, comparing pupil norms to school or district norms, and questions and answers concerning test results. Guidelines are Provided for reporting results to boards of education, which include information on report preparation and organization of meetings. The section on use of results for program improvement discusses test reviews, identification of areas of high and low scores, determination of the reflection of test content in curriculum, and recommendations for change. Answers to common questions asked by reporters about test results and sample news releases offer assistance in dealing with the media. A checklist of communication techniques for reporting to staff, pupils, parents, and taxpayers is also included, as well as sample district newsletters which report student test scores. (Author/JAC)