The utilization of the third grade achievement data reported by the California Assessment Program (CAP) to schools was studied. All elementary school principals in California were surveyed in 1979 regarding the uses they made of the report. Over 70 percent used their score reports to compare results across years looking for trends. Other common uses included: closer examination of curriculum; revision of existing programs; development of instructional strategies to correct problem areas; to call attention to new problem areas; and reflecting to the community the favorability of programs. A factor analysis of these responses distinguished four types of uses: curriculum review; program evaluation; monitoring of achievement; and textbook review. Monitoring and curriculum review had strong positive correlations with achievement; textbook review had the weakest correlation with achievement. When achievement was regressed on school background factors and the four use factor variables, monitoring had the strongest positive weight, and curriculum review had the next largest. A cluster analysis indicated that above average use of the score reports was associated with above average achievement. (Author/BW)