This paper describes a model for the evaluation and approval of a test battery for compliance with a midwestern state law mandating criterion-referenced testing of specific objectives. Standards specifying that the test scores must demonstrate content validity and criterion-related validity form the foundation of the model. The model also incorporates a three-stage approval process that promotes communication between the district applying for test approval and the state education agency. A district seeking approval of an norm-referenced battery administered its tests and the state tests concurrently to representative samples of students in grades 3, 6, 8, and 10. Results were submitted to Pearson product-moment coefficients, phi coefficients, and one-way analysis of variance procedures. District and state scores were clearly comparable at the overall subject level for three of the four grades. With respect to objective mastery rates, the degree of comparability was low across all grades and subjects. In general, the results support the effectiveness of the validity-based model. Five data tables are included. Criteria for approval of district-developed or published tests for use in measuring key skills, and Parts I and II of the Application for Test Approval are appended. (TJH)