The use of assessment information by school administrators involved in a statewide assessment program was investigated. Data from 93 superintendents were analyzed to determine the relationships between information usage and perceptions of assessment information relevance, problem identification, and origin of superintendent. Local dissemination of assessment results was also examined. Information usage was predicted by superintendent, school, and assessment data variables. Results indicated that perceived relevance of information was related to information usage, but problem identification and origin of superintendent was not, nor was dissemination related to favorableness of results. (Author/RC)