The emphasis on using performance assessments to support systematic state-, district-, or school-wide purposes is a recent development in the assessment-reform movement. A 3-year case study sought to describe the status of assessment reform in United States education systems and offer recommendations for policy and future research. The research design, which used a qualitative, case-study approach to collect data about performance assessments and their impacts at the school level is described. Researchers visited 16 sites in spring 1994 and revisited 7 sites in spring 1995. The report describes the analysis of background literature (a review of theoretical, empirical-research, and policy papers) and the case study methodology, which examined state-, district-, school-, and national-level assessments. Data for the case studies were gathered through document analysis; telephone interviews; classroom observation; and site interviews with state Department of Education representatives, school district representatives, principals and assistant principals, teachers, other school staff, students, parents, and school board members. The report also describes the criteria for sample selection, a description of the sample, and data-analysis procedures (within-case and cross-case). Seven exhibits and a list of the research questions are included. (LMI)