The back-to-basics movement and public demands for educational quality guarantees have led state education agencies (SEA's) to examine their options in four areas: definition of the basics, relevant curricular and programming alternatives, alternatives for evaluating achievement of basics-related goals, and methods of reporting achievements to the public. This document first discusses SEA choices in defining basics broadly or narrowly, interpreting legally mandated definitions or creating their own, and basing definitions in general philosophy, specific course requirements, or established competency standards. The other options open to SEA's are highly dependent on the character of these definitions. The paper next looks at the SEAs' options relative to curriculum planning and programming. These range from offering support to maintaining close program monitoring. Alternatives regarding evaluation are essentially procedural, concerned with the types of tests given, the timing and sequence of testing, the remediation programs established, and alternatives for those unable to meet the standards. Reporting options include establishing the size of reporting units, selecting bases for comparing previous and current achievement, and identifying the primary audience. The document concludes with a discussion of legal issues faced be SEA's when choosing among these options. (Author/PGD)