This article contains summaries of reports from international research correspondents (IRCs) as part of the continued effort to make the International Reports on Literacy Research, a regular feature of "Reading Research Quarterly," more representative of the field of literacy education. With an eye toward encouraging the IRCs to report from a broader constituency, information for these reports is presently gathered through the distribution of questionnaires. The IRCs were instrumental in developing topics for these questionnaires. Results of the initial questionnaire on issues of middle school literacy were published in this department in 2005 (Vol. 40, issue 1). The second most frequently mentioned topic derived from queries to the IRCs dealt with issues pertaining to required national, regional, or state testing, which serves as the focus of the present report. The objective of this report was to ensure that various views of teacher educators, researchers, and policymakers at the international level were represented. IRCs were asked to summarize what they had learned from constituents' responses and were invited to add their own comments if they so desired. The summaries were requested to be 350-500 words. This report represents the compilation of the summaries that the IRCs provided.