A profile of state-wide educational assessment programs is constructed, and the means by which such programs have changed over time and may change in the future are discussed. Data for the study were taken from biennial surveys by the Association of State Assessment Programs, first conducted in 1977. This study covers data on time of survey administration, grade levels, subject areas, type of program, special uses of test results, district controls, sampling procedures, availability of in-house test development capabilities, principal contractors, willingness to share items with other states, item banking, equating and item calibration methods, and assessment of higher order or critical thinking skills. Coding of the data resulted in an interrater reliability rating of 93%. Results indicate that: (1) most programs assess basic skills, use minimum competency programs, or are in some way associated with high school graduation; (2) off-the-shelf tests are often chosen; (3) fewer target grade levels are being tested broadly in many subject matter areas; (4) most programs reflect ongoing changes in educational assessment; and (5) networking among states is crucial. The coding framework used to transcribe data from the survey responses is included. (TJH)