This research investigated the potential and limits of the use of external assessment as a regulatory strategy of the educational system in the light of theoretical references that deal with the emergence of a new model of state regulation of educational policies. More specifically, analyzed the experience of four state schools located in Niterói, metropolitan region of Rio de Janeiro, with the System of State Assessment of Rio de Janeiro (SAERJ) and management system adopted by the State Department of Education s Rio de Janeiro - SEEDUC called Integrated School (Gide), as instruments of regulation and management, from the analysis of official documents of SEEDUC and interviews with teachers, school administrators and members of SEEDUC. In light of the literature on regulation and education management, national and international research on the use and appropriation of external evaluation data, and subsidies offered by experts, school officials and education managers were analyzed different initiatives SEEDUC for the use of the information provided the evaluation, in order to answer questions like: What are the characteristics of management policies based on student outcomes adopted by the state of Rio de Janeiro? What accountability version adopted by SEEDUC and how it is being incorporated into the educational management? What influences are exerted by these policies on the network according to the perception of those involved and with the evolution of the results of schools in the state assessment? What are the strengths and limitations of use policy of the results of state assessment system? The investigation pointed to a strong reorganization of the school environment from evaluations made by SEEDUC in state schools as well as from the adoption of Gide. However, it was found that the greatest contribution of Gide is focused on the routine of the school director, who earns magnifying glass on the school reality from the use of this methodology. The state assessment policy of school performance is associated with educational accountability initiatives meritocratic court, since it provides a wage subsidy of school personnel through the achievement of goals, although this research has found that few schools in the state schools have managed to reach the goals. Also we realized the potential of management policies and evaluation of education in the state of Rio de Janeiro have been reflected in a larger organization of school system, improve the communication between the SEEDUC and school managers. Among the limitations of these policies, the survey found that the pedagogical use of evaluation results by the schools is still very modest, is due to the lack of information from teachers about the tools available for SEEDUC, is the very strength of many of them face the introduction of these management mechanisms in schools.