This is a descriptive study of the activities, statistics, and decisions made regarding the re-testing of six inner-city elementary schools, based on results of a norm-referenced achievement test given in the Cincinnati Public School district in April, 1985. Three statistical operations were performed on test data from the Design for School Excellence, a school improvement plan, for each of the six schools. They were chi square, a "t" test using Normal Curve Equivalents (NCE) based on the school's average and a "t" test using NCE by grade in each school. Findings reveal that the obtained scores from the second testing either improved or were statistically the same as the first testing in 60 percent of the re-test situations. Therefore, results of the first testing were used and reported for the particular school/grade result in 1985. Schools where the re-test did not support the results of the first test had the initial scores invalidated and substituted for the re-test scores. In the remaining test situations substantial achievement differences were observed. Based on absolute differences, 10 of the 46 testing situations (20 percent) actually improved. Additionally both the positive and negative aspects of re-testing schools are presented. (PN)