The Dallas Independent School District (DISD) is rapidly progressing from the position of having an assessment program that does not work to the position of having an assessment program that does work. The perception that assessment is separate from instruction has changed to a view of assessment as part of a four-stage model including planning, instruction, assessment, and accountability. Some overt changes have occurred: (1) the measurement instruments which make up the testing program have changed; (2) the administrative structure into which assessment data are fed has been reorganized; (3) the relationship between the Departments of Research and Evaluation and Curriculum and Instruction has substantially changed; and (4) public expectations relative to improving student achievement have increased. The governing principles of the DISD four-stage learning system are: as much control as possible should reside within the local building; flexibility and change must be allowed; and limited obtrusiveness is necessary for ease of implementation. (A description of the test development activities for survey and classroom tests is appended). (BW)