In response to the No Child Left Behind Act of 2001, school districts are working to develop assessment systems to monitor student progress. In the area of reading, three measures can provide useful information about students' developing proficiency: a test of oral reading fluency (ORF), a vocabulary test, and a reading comprehension test comprised of selection response and constructed response items. To be most useful at the district level, it is helpful to have a variety of comparable forms available for each of these measures to allow multiple testing during the school year. This report details an analysis conducted on the fifth-grade version of District Reading Tests (Oral Reading Fluency, Vocabulary, and Reading Comprehension). The analysis had the purpose of: (a) examining the comparability between forms; (b) examining group performance, item difficulty, and item discrimination power; and (c) abbreviating two forms of selection and constructed response items. First, the authors describe the methods of the analysis and then we present results before closing with a brief conclusion. Appended are: (1) Item Analysis--District Vocabulary Test; (2) Item Analysis: SR (Form A); and (3) Item Analysis: SR (Form B).(Contains 10 tables.)