Project Information Packages (PIPs) are informative kits that describe remedial educational programs and contain instructions for installing the projects in a new site. Six such PIPs were evaluated using a norm-referenced procedure applied to standardized test scores. Pretest scores were compared to posttest scores which were calculated according to the equipercentile growth assumption. The statistical analysis is closely examined; the empirical validity of the equipercentile growth assumption, the stringency of the educationally significant growth criterion, and the statistical properties of the norm-referenced procedure are investigated. The basis for use of standardized tests, and criticisms of the standardization procedures are discussed. (Author/GDC)