A study aimed to examine how reading assessment information is understood and used by two powerful groups: federal legislators and members of the news media. Attempts were made to contact federal legislators on educational subcommittees to discuss how they used reading assessment information to make legislative policy decisions and to vote on education legislation. Education reporters were asked to describe their understandings and uses of reading assessment data in writing news stories. No response whatsoever was received from 25 (60%) of the legislators (United States Senators or Representatives), and only 2 legislative aides participated. This represented a participation rate of less than 5%. Only 3 of 17 education reporters participated, and 14 (82%) did not respond to repeated requests. While the response rate to repeated requests for information was low, the interview data describe: (1) five participants' varied knowledge of reading assessment; (2) the diverse types and sources of reading assessment information used by participants; and (3) how reading assessment information is used in government and the media. A central finding was the emerging narrative of a lack of response and a lack of access to legislators and reporters. (Contains 22 references.) (Author/RS)