Examines the impetus for and impact of a high-stakes assessment plan and reform initiative, North Carolina's ABC Plan for Public Education, from the perspective of state level policymakers and local level implementers. Finds practitioners received little support for implementing the initiative, and an adversarial relationship developed between local and state level implementers. Suggests policymakers and practitioners alike could collaboratively focus on more fruitful and effective future visions for educational reform. (RS)