In 1972, the Oregon State Department of Education changed its standards relating to graduation requirements after a survey revealed concern that the high school diploma had lost its credibility. Parkrose School District developed a goal-based curriculum and measurement program to meet the new requirements. From the program's inception, District leadership perceived the state mandate as an opportunity to re-define curriculum in certain critical areas and to develop a program to monitor student performance in those areas. Coincidentally with goal-based curriculum definition, criterion referenced tests were developed to assess student performance in reading, language, mathematics and science. As these developments progressed, issues surfaced that required attention and resolution, including: (1) district curriculum vs. "teacher" curriculum; (2) test items vs. curriculum; (3) number of items for goal coverage; (4) timeliness in reporting results; (5) test security; and (6) standards. Tests were developed to measure achievement with respect to defined learner outcomes, and development teams wrote test items referencing specific goals. The District established a performance standard at 80% for most skill areas. Reporting and scoring time was reduced, and a testing coordinator administered the tests to assure security. The availability of computer software allowed for a student database, and provided the capability of applying Rasch and other test analysis techniques. Appendices include graphic profiles of standard performance trends. (JAZ)