The attempt by a small number of school districts to forge a linkage among testing and evaluation and instructional decision making is examined. The sample districts (approximately six) exhibit characteristics that represent the diversity of American school districts in size, locale, and student demographics. Three researchers spent approximately 1 week in each district visiting schools and district offices, interviewing district participants, and examining relevant documents and records. District respondents were asked about three general areas: (1) Why is this district trying to link testing and evaluation with instructional decision-making? (2) How does this district do this? and (3) What effects have the linking activities had? The following three specific questions are discussed as they relate to the first two areas of interest: (1) What are the incentives and disincentives that operate in school districts attempting to forge an evaluation-testing-instruction linkage? (2) What are examples of the approaches districts are taking to forge these linkages? and (3) What are the potential contributions this research has for school improvement? (PN)