Research on the lack of correlation between standardized tests and school district goals has suggested that district goals might be better met by supplementing standardized tests with district-made criterion-referenced testing systems. This article reports on the development of such a system, the Academic Learning Progress Assessment System (ALPAS), for the Denver Public Schools (Colorado). Implementation of the ALPAS system has produced benefits in three major areas: (l) feedback, including progress reports for parents, teachers, and building level administrators; (2) curriculum continuity, due to constraints imposed by the tests on extreme variation in course content; and (3) student achievement. The experiences of the Denver Public Schools in developing ALPAS clearly indicate that an individual district can generate an assessment system of its own that is at least equal to standardized tests in psychometric properties, and possibly superior in its coverage of content taught in the classrooms. In addition, the district-made system has spin-off benefits in the areas of instruction, planning, and student and parent involvement. References are included. (TE)