This study was designed to examine the extent to which Illinois Goal Assessment Program (IGAP) constructing meaning scores correlate with Iowa Tests of Basic Skills (ITBS) reading scores and with performance on ITBS items dealing with literal meaning, inferences, and generalizations. In addition, this study assessed the ability of the IGAP reading strategies scores to differentially predict performance on the IGAP and the ITBS. Data used in the study were obtained during the spring 1988 administrations of the IGAP and the ITBS Form 7 reading comprehension test in the Chicago (Illinois) Public Schools (elementary school level). Since IGAP data for individual students were not available, it was necessary to conduct analyses of school-level IGAP means, ITBS median grade equivalents, and mean number correct items for each of the three ITBS skill areas. Data were analyzed separately for grades 3, 6, and 8; and sample sizes ranged from 423 to 446. Correlations between ITBS and IGAP constructing mean scores were uniformly quite high. It appears that the tests seem to be measuring much the same thing, at least at the school level. Although the emphases of the IGAP were described as being somewhat different than those of more traditional tests, equally high correlations were observed between IGAP constructing meaning and the literal comprehension part of the ITBS and between the IGAP and inferential comprehension items. Four data tables are included. (Author/TJH)