The 1992-93 school year was the second year of the implementation of the Vermont assessment program. Evaluation of the 1991-92 year yielded mixed results, with some evidence that the assessment program was having a strong impact on instruction, but other indications that the reliability of the portfolio scoring in both writing and mathematics was so low that most of the planned uses of the data were abandoned. This interim report provides initial results of the 1992-93 school year evaluation. It discusses only the quality of the assessment data. In this year, simple total scores for each portfolio showed moderately high reliability of scoring for mathematics, particularly in the eighth grade. In contrast, the reliability of the writing portfolio did not improve substantially. The state would like to report scores for supervisory unions, local districts, or schools, but the evaluation finds that supervisory union scores are not especially informative because they show little variation and have large margins for error. The use of portfolios contributed little to these problems, which appear to result from the number of students scored and the choice of supervisory unions as the reporting unit. Four figures and four tables present study data. (SLD)