The overall purpose of the research studies described in this report was to investigate the quality of the administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment during its first operational year (2014-2015). Findings from these studies can be used to identify threats to the validity of PARCC test administration so that those threats can be addressed and reconciled for future test administrations. The research studies in this report represent an extension of the Quality of Test Administration Study from the PARCC field test (Sinclair, Deatz, Johnston-Fisher, Levinson, & Thacker, 2015). The guiding framework for the current Quality of Test Administration Study and the prior Quality of Test Administration Study (field test) comes from the Theory of Action (TOA) in the PARCC validity studies memorandum (Thacker, Sinclair, Wise, & Becker, 2014). The claims from the Test Administration phase of the TOA are listed in this report. These are the claims being investigated in the current study: (1) Claim 1: TAs are Prepared to Administer the Assessments as Intended; (2) Claim 2: TAs Have the Resources and Supports to Administer the Assessments; (3) Claim 3: Technology Improves and Facilitates the Assessment Experience; and (4) Claim 4: Students Respond to Items as Intended. Overall, the findings from the Test Administration Study for Year 1 represent notable improvements in the validity evidence collected from the field test. In particular, the findings indicate stronger support for all four of the test administration claims in the TOA.