Through an extensive nomination process, six school districts which were trying to link their testing and evaluation activities with instruction were identified. Interviews with these districts were conducted over a 2-year period; the results dealing with the dissemination and use of testing for instructional change are presented here. Three conditions that were present in all six districts, and which appear to be necessary for a data-based instructional change management strategy, are: (1) the presence of some strong impetus or collection of incentives; (2) the presence of "idea champions" who have interest in both tests and instructional improvement; and (3) coordination within the central office and communication channels between the central office and the schools. Three different management strategies were used by these districts: a personnel-improvement-orientation staff development strategy, a building-oriented problem solving strategy, and an instructionally-oriented objectives based strategy. These strategies, as developed in each district, were characterized by the uniqueness of their applications, the non-exclusive nature of the districts' orientations, and their ability to evolve in an episodic fashion. (BW)