This report presents an analysis and synthesis of student performance data collected through state-mandated testing programs. The common performance areas assessed were basic skills achievement. The unique performance areas assessed were content skills within a particular state. Achievement data from the National Assessment of Educational Progress (NAEP) were analyzed for a perspective on performance of students within Pennsylvania, New Jersey, and Delaware relative to national norms. Several conclusions were drawn: long term achievement trends are generally positive; programs are needed to improve upper level school performance; there is a decrease in positive long term trends as a student moves from the elementary to secondary level; higher order cognitive skills need to be emphasized as well as minimum basic skills; and improvement efforts need to be expanded by schools to maximize student performance in cognitive and affective achievement at all grade levels. (DWH)