School accountability decisions based on standardized tests hinge on the degree of alignment of the test with a state's standards. Yet no established criteria were available for judging strength of alignment. Previous studies of alignment among tests, standards, and teachers' instruction have yielded mixed results that are difficult to interpret and compare across studies. This simulation study determined critical values for Porter's (2002) alignment index, suitable for hypothesis testing at alpha levels of 0.05 and 0.10. The critical values will be useful to researchers or policymakers who seek to judge strength of alignment among standards, assessments, and instruction. The presentation will also describe directions for future research in establishing objective criteria for the interpretation of alignment indices. (Contains 1 footnote, 9 tables, and 2 figures.) [This material is based on work supported by the National Science Foundation.]