Median test scores on the Comprehensive Tests of Basic Skills (CTBS) for many District of Columbia public schools declined substantially in 1990, although this decline was not evident in reports from school officials. These declines occurred at elementary, junior high, and senior high school levels, in grades 6, 9, and 11, respectively. They also occurred in both reading and mathematics, affecting schools in all wards of the city. In general, schools with the highest scores in reading for 1990 had a history of either remaining stable or improving during the previous three years, but this was not true of the schools with the lowest scores. In addition, overwhelming numbers of schools were substantially below the national norm for reading. While mathematics scores were slightly better than reading scores at the junior and senior high school levels, they continued their generally negative trend. Elementary level mathematics scores seem much better at first glance, but this is deceptive because the CTBS require mainly computational skills at this level, and few if any higher-order thinking skills. Recommendations are offered for improving the following areas: (1) testing policies; (2) the curriculum and instructional materials; (3) teachers and teaching strategies; (4) the distribution of financial resources to schools in various parts of the city; and (5) the method for collecting and disseminating statistical data. Statistical data are presented in seven tables and three graphs. A list of 10 references and detailed statistical data on improvements and declines by school and by level are appended. (FMW)