The National Assessment, a census-like study to collect information concerning the educational attainment of Americans, is being adapted in many states with the results of the adaptations being used for decision making by state agencies or by teachers and administrators. The characteristics of the adaptations follow patterns related to this distinction of intended user. From among those states which have adapted the National Assessment as a model for assessment programs, this paper discusses the state-level programs in Maine, Connecticut, Texas, and Colorado and the district-level programs in Nebraska and Maryland. Although certain characteristics denote a good assessment program, the many possible variations open the model to misuse. Appropriate use of the national model can promote curriculum improvement and yield valuable information for decision making; for example, the necessity of determining behavioral objectives can lead to sharpened perceptions of educational aims, but the exercise can also narrow perspectives. Assessment data too can be misinterpreted and misapplied. An optimum use of the model is for accountability when applied to a total organization, such as a school. (JH) Aspect of National Assessment (NAEP) dealt within this document: Procedures (Replication).