This project provides a list of criteria for which the contents of interpretive guides written for customized, criterion-referenced tests can be evaluated. The criteria are based on the "Standards for Educational and Psychological Testing" (1999) and examine the content breadth of interpretive guides. Interpretive guides written for state-level, Grade 5 mathematics tests are evaluated using these criteria. The data are then analyzed to determine which criteria are found least or most often in the interpretive guides. Criteria for which data are inconsistent across interpretive guides will be used to provide suggestions for improvements to interpretive guides, or suggestions for future research. The following are appended: (1) Criteria for Evaluating Interpretive Guides; (2) Interpretive Guides Reviewed; and (3) Interpretive Guides Survey. (Contains 6 tables.) [M.S. Thesis, Northern Illinois University.]