Over the last 30 years, higher education has received the assessment movement with a substantial amount of skepticism. The purpose of this study is to advance our understanding of political science's responsiveness to assessment reform pressures using neoinstitutional theory. The influence of public status, institutional type, and accreditation region on curricular planning and assessment responsiveness is tested. Using an index to measure the responsiveness of a stratified, random sample of program descriptions at 241 U.S. institutions, results show relatively low levels of curricular planning and assessment responsiveness by political science departments. Institutional type and accreditation region are correlated with level of responsiveness.