This guide describes the New York State assessment process as a framework for other districts aiming to develop an effective approach to performance assessment. In 1984-85 the New York State Board of Regents initiated the Comprehensive Assessment Report (CAR) as a process of reporting and using education results throughout the state. The conceptual approach of the guide conceives of standardized test data as a limited first step in assessing school effectiveness. In going beyond test data, one must look for convergence of test data and other indicators of school performance and one must separate the data into component parts to gain information about subgroups of students and schools. Although technical statistical considerations are not emphasized in this guide, it is essential that comparisons between schools, districts, or groups take into account demographic and other salient characteristics of the groups being examined. The introduction establishes the framework for this guide. The second chapter describes the CAR, its purposes and processes, and the data it includes. Chapter 3 discusses the limitations of the data and possible misuses. Chapter 4 generalizes from the New York experience to indicate how a district can prepare and present a comprehensive assessment report. Appendix 1 contains a model assessment report, and Appendix 2 focuses on basic measurement concepts. Appendix 3 presents a directory of school improvement resources, and Appendix 4 includes a 107-item bibliography of research on school effectiveness. Five data tables and 12 graphs are included. (SLD)