High levels of student absenteeism, low SES home environments, and a general lack of experienced teachers to service the school curriculum all contribute to difficulties in insuring the delivery of apriori school district defined instructional programs. The importance of urban school site educational evaluation is underscored by recent studies which show that the effectiveness of instructional delivery is an important predictor of student antisocial behavior such as drug abuse, gang activity, vandalism. This study examines some of the problems associated with instructional evaluation in urban school settings using signal-receptor assessment theory analysis and a new type of test scoring procedure called Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM). With MCW-APM, school administrative personnel can simultaneously evaluate and obtain policy relevant information for instructional leadership concerning the signal (instruction as delivered), the reception (student learning as received), and the assessment instrumentation itself (sensitivity of the test). Additionally, this method of scoring permits individual student performance on school district developed CRTs to be referenced to an information based standard (informed, partially informed, uninformed, and misinformed) of mastery as a selection standard instead of a percent correct score.