There is no doubt that in the past 10 years, school culture has become a testing culture. But all the "multiple measures" do not really lead one to achieve the three most often cited goals of testing: building proficiency in basic skills, closing achievement gaps, and fostering the top-notch knowledge and skills that students will need in a competitive global society? No, according to the testing experts. Neither using single tests nor incorporating multiple measures necessarily leads in these three directions. This article describes what makes it more likely that the instructional hours sacrificed to testing will return dividends in the form of more learning for students and better instructional decisions for teachers.