The increase in large-scale standardized testing in the nation's schools is one major result of demands for accountability. Such testing also impacts many aspects of school and family life and culture. For some, certain unintended impacts may be like side effects of medicines that need to be tolerated; for others they raise larger questions about educational priorities. Federal and state laws have substantially increased the number of tests students take each year. Federal law, for example, requires states to test students in reading and mathematics every year in grades 3-8. Some state laws require testing in nearly all grade levels and in most subjects. Increased state testing stems from a desire to better monitor student and school progress, in addition to encouraging increased achievement. Among many purposes that tests are intended to serve are to: (1) Reinforce high state standards and high expectations for students and schools--In recent years, states have intensified efforts to develop and refine standards in main subject areas; (2) Measure how well students are reaching those standards--Based on federal requirements, all states are seeking to more fully and effectively align state tests with their state standards (progress in this alignment varies from state to state); (3) Focus curriculum and instruction on the standards--If the main statewide student assessment is a standards-based test, then the instruction that students receive, based on the curricula and instructional materials used in the classroom, also need to be standards-based; (4) Compare different schools and districts and provide that information to parents, educators, policymakers, and the public as they consider school quality and needs; (5) Improve educational programs at individual, classroom, school, district, and state levels; and (6) Monitor individual student progress and help diagnose individual strengths and weaknesses. (Lists 6 resources.) [This material is based upon work supported by the National Science Foundation. For Assessment Brief 1, see ED518671.]