In this era of hyper-accountability, teachers are under ever-increasing pressure to demonstrate their worth--often using evidence that is far removed from what seems to be in the best interests of the students. Terms such as "value-added," "evidence-based," and "data-driven" dominate discussions about teaching effectiveness. More and more, teachers are evaluated on the basis of instruments that are developed far from classrooms and implemented with tightly regulated, top-secret procedures. Standards involve the development of clear, meaningful expectations. The concept of standards is desirable; no one would opt for low standards or no standards. Standardization, on the other hand, implies distance, objectivity, and fairness. Standardization connotes a one-size-fits-all approach, upholding the notion that "fair" and "equal" are synonymous. In the contemporary world of education, the two terms--"standards" and "standardization"--are often used interchangeably. This confuses the issue, and the author asserts that it has negative effects on teaching and learning and, therefore, on teachers and learners. As Common Core State Standards saturate experiences of education in the United States, it is important for teachers to clarify their understanding of the differences between standards and standardization to ensure that the implementation of the former does not result in some dreadful consequences associated with the latter. In this column, the author attempts to untangle the two terms and then considers the effects of each on teachers and students.