The redesign of the National Assessment of Educational Progress (NAEP) has resulted in improved usefulness of the data set to conduct policy relevant research on Hispanic student achievement. Improvements include changing the procedure for ethnic identification to self-reporting, modifying sample selection, and planning for the conduct of special assessments. The Language Minority Survey (LMS) was designed to: collect data on student participation in special programs; analyze achievement of students with non-English language backgrounds; and examine the relationships between achievement and relevant school, teacher, and student attitudes. LMS, however, will not assess the progress of LM limited-English-proficient youth. Sampling procedures have incorporated grade and age-level sampling, documentation of excluded students, and Basic Incomplete Block (BIB) sampling. The "new" NAEP has been structured to address policy-relevant issues such as national concerns, human resource needs, and school effectiveness. It should now be possible, if the commitment is made, to examine the achievement of Hispanic youth, and to find ways to encourage persistence in school, factors contributing to achievement, and the affects of the effective school movement. Students' educational experiences and aspirations could be examined through the Common Background Questionnaire; however, the aspiration question does not appear in this questionnaire for the general 1986 NAEP assessment. Other suggestions for improvement are presented. (GDC)