A sample of slightly over 1,500 students drawn from even-numbered grades in public schools of the U.S. Virgin Islands (USVI) were given the 1973 edition of the Stanford Achievement Test (grades 2, 4, 6, and 8) and the Test of Academic Skills (grades 10 and 12) in an attempt to assess student academic achievement in the basic skill areas of mathematics, reading, and English language. This report summarizes the results of this study which were reported in detail in three previous technical reports. The tests were found to be content valid and reliable when administered to students in USVI public schools, even though the tests were designed for curricula used in the continental United States and were standardized using a sample of examinees attending continental U.S. schools. Item analysis revealed differences between the local and standardization samples based on the cognitive complexity of items on all subtests of the batteries which were administered. There were also indications of effects of local dialects on responses to the language subtests at all levels. Finally, the data indicated that most students were unable to complete the reading comprehension subtests in the standard time allotted. (Author/LMO)