At a reading conference devoted to analysis of the impact of statewide testing of reading in New Jersey, the following nine questions were addressed: How can scores be used by teachers? How should test results be reported to the press and the public? Do state tests replace commercial, normed tests? Is the state test unfair to minorities? How might test scores change the present curriculum? Are the scores diagnostic? Can teaching of reading be improved by using the state test? Why are scores given so that comparisons may be made between schools in a district and between districts? What changes could or should be made in the tests to make them more useful? These questions stimulated discussions of priorities in statewide evaluation, of using assessment information in educational planning and decision making, of guidelines for interpretation of assessment program and results, of the formation of local norms, and so on. Test specifications and reading-test results for grades four, seven and ten are described. (KS)