The Arizona Student Assessment Program (ASAP) epitomizes the principle on which measurement-driven reform is based, "You get what you assess." This policy study examines the ideologies and intentions of groups instrumental in the creation and implementation of a performance-based assessment reform. The study was conducted by interviewing members of the Arizona educational policy-shaping community and by examining documents and artifacts related to testing. It reveals both the ambiguities characteristic of the policy-making process and the dysfunctional side effects that evolve from the policy's disparities. Arizona's plan to reform its schools is still held captive by conflicting political forces and ideologies. ASAP appeals to many because of its ambiguity, but this same characteristic may undermine its capacity to bring about substantial change in educational practice. (Contains 30 references.) (Author/SLD)