This report on trends in school improvement test results presents an analysis and synthesis of 1978-1984 student performance data from four state-mandated testing programs: (1) the Educational Quality Assessment Program in Pennsylvania; (2) the Minimum Basic Skills Program in New Jersey; (3) the Delaware Educational Assessment Program in Delaware; and (4) the California Achievement Tests in Maryland. Although the overall goal of each state program is assessing performance related to designated learning objectives, the programs vary widely in basic content and analytic approach. The assessment analyzed performance data at the elementary, intermediate, and secondary levels of schooling, focusing on year-to-year trends. The analysis had two major components: (1) assessment of the common performance areas of reading and mathematics; and (2) the assessment of unique performance areas which addressed content skills only with a particular state (self-esteem, understanding others, writing, interest in school, social responsibility, knowledge of law and government, health, creativity, career awareness, appreciating human accomplishments, and knowledge of human accomplishments, in Pennsylvania; spelling and language, in Delaware; and language, in Maryland). The findings suggest that student achievement performance trends in the four state regions are generally positive and consistent with results of the National Assessment of Educational Progress. Long term trends tend to be most positive at the elementary level and decrease at the intermediate and secondary levels, suggesting that more attention be given to school improvement programs aimed at secondary education. (BS)