The purpose of the research was to explore an alternative implementation strategy for Elementary Secondary Education Act Title I evaluation Model A; that is, the use of Rasch calibrated item banks rather than traditional norm-referenced tests. A methodology for obtaining normative information for such banks involved equating a normed test with selected subsets of bank items. Three conventional equating techniques and one Rasch model technique were used for the development of conversion tables. All four equating techniques yielded similar results, but the accuracy of the results was of concern. The largest discrepancies between atual and predicted performance were observed in the score range in which most Title I students would be expected to score. An application of the conversion tables developed through the Project to real Title I and non-Title I data was reported. (Author/GSK)