Historically, women have been underrepresented in public school administrative positions, largely due to sex role and occupational stereotyping. This study examines how National Association of Secondary School Principals (NASSP) Assessment Centers influenced women's career opportunities, how these women view the process, and what issues face women aspiring to be principals. Presently, 24 NASSP Assessment Centers evaluate administrative aspirants' potential in 12 dimensions: problem analysis, judgment, organizational ability, decisiveness, leadership, sensitivity, stress tolerance, oral and written communication, personal motivation, range of interests, and educational values. The centers also provide data to the candidate and to sponsoring school districts. By late 1983, 624 women had been evaluated at the centers. In this study, survey instruments were sent to the 549 women whose addresses were known; the response rate was 60 percent. Data collected included assessment ratings, promotion history, demographic information, skill improvement efforts, and perceptions about the center proces and equity issues. Of the 332 respondents, 82 have received promotions since their NASSP evaluation. A majority indicated that Assessment Center results were either totally or partially responsible for their promotion, while 22 percent do not perceive assessment as influencing their promotion, and 12 percent do not know the effect of these results. Demographic differences (age, race, and marital status) did not appear to influence promotion decisions. Other results and issues are discussed at length. Included are three references. (MLH)