In a series of essays, the author analyzes and comments on the perceived weaknesses of the National Assessment of Educational Progress (NAEP) testing program. The basis of his criticism is that the NAEP has attempted to establish national norms, thereby disregarding the pluralistic nature of American society and the historical basis for community control of education; that NAEP has offered a facade of national consensus by ignoring input from many minority groups; and that local and less powerful groups have been asked to assess themselves in a context established by more powerful establishment groups. The author reviews the NAEP's literature, writing and reading components, and finds them oriented toward Western culture, unrelated to a meaningful context for ethnic groups and geared to skills which are not environment-specific and are dictated by the need to satisfy a national norm. The author recommends local context-specific assessment programs by which the community can determine whether it is developing a solid educational program and preparing children to function in the national, as well as local, society. (MH) Aspect of National Assessment (NAEP) dealt with in this documment: Program Description (Operating Policies).