This paper is divided into two parts. The purpose of Part I is the review of some of the history of school average norms, beginning with Dr. E. F. Lindquist's call for such norms in 1948; the development of such norms for standardized achievement tests; current policies and practices regarding aggregated school data; and a presentation of norms data for pupils and school averages for two tests with markedly different within-grade to between-grade variability. Part II briefly discusses various procedures used to obtain developmental standard score scales; provides information about developmental standard score scales used by five publishers; responds to the comment, "who needs developmental standard score scales, anyway?"; and discusses the validity of the most common criticisms of developmental standard score scales. The point is made that no one score so epitomizes perfection that it is "the" score and "the" answer to all problems associated with test interpretation and use. (RL)