The purpose of this study was to explore the usefulness of the Rasch test analysis model for providing consistent scale statistics between content-referenced and norm-referenced tests across school districts. A number of content-referenced tests were created to assess student performance relative to basic skills goals identified in reading and mathematics. Performance on these tests was related to performance on norm-referenced tests in two school districts. Based on preliminary analyses, it appears that the Rasch model offers promise for a fully flexible content-referenced test system providing information now available only through the use of norm-referenced tests. (Author)