The study determined the effects of using criterion referenced reading tests on children enrolled in migrant education programs. The main purpose was establishing educational continuity through interstate cooperation. The study involved migrant students in grades K-6 from Texas (a home base State) programs who arrived in the Indiana (a receiving State) programs. A systematic search for a viable population was made and a research design generated; but because of poor crop conditions in Indiana, the Texas target group did not appear in sufficient numbers to actualize the research plan. The new project goal was to introduce the criterion referenced approach into several Indiana cooperative migrant education programs to determine the type of problems encountered from a variety of sources. Migrant programs in Elwood, Walton, and Converse administered the Criterion Reading materials to their students and reported teachers' perceptions. Some findings were: (1) overall the teachers' response to this approach was positive and (2) most highly valued were the materials' diagnostic nature as well as the concept of educational continuity and visible evidence of progress made possible through this approach. Many Indiana teachers felt that initiating the tests was time consuming in a short term program and that more teaching could be spent with the children if the tests were instituted at the home base State. (Author/NQ)