In 1985, reading and mathematics achievement tests were administered to nearly 15,000 fourth and eighth graders in Alaska. Educators comprising the Interpretive Panel developed a minimum and a desired level of performance. Scores below the minimum indicated a weakness; scores above it, a strength, and scores between, satisfactory achievement. The Panel cautioned: (1) that the tests were not minimum competency tests and that students were not expected to answer all items correctly; (2) that each school district had an individual curriculum; and (3) that reviewers should be cautious about making generalizations. Results indicated fourth graders performed best in mathematics and had trouble with every reading subtest. This was the opposite of the 1983 results. Eighth graders also showed greater strengths in mathematics than in reading. A number of skills were listed which consistently needed improvement in all three previous years of testing. An article explaining test score decline is also included. Recently, it has been found that almost every school has been using a different set of achievement tests, and being compared to a different norm group. This is because in the past year or two, developers of the SRA achievement tests, Metropolitan Achievement Tests, Comprehensive Tests of Basic Skills, California Achievement Tests, and Iowa Tests of Basic Skills have all developed new tests with new norms. (GDC)