Findings are presented of an empirical study involving public, private, and parochial school systems' use of standardized test information by central office administrators. Examples of actual use are given, and descriptions of central office perspectives on standardized testing are detailed. Three categories were found to account for most of the criteria used in test selection: test content/design; information produced by the test and its potential use; and monetary and time costs. Test content/design was the most prevalent category. Overall, the frequently reported justifications for testing were individual student diagnosis and placement, program evaluation, and achievement measurement. Central office administrators were found to view testing as primarily serving student-oriented purposes. Generally, testing did not appear to be salient to central office administrators; rather, they viewed it as necessary to provide test information to those in the organization who used it at the individual student level. (Author/GK)