Among the criticisms often made of high-stakes assessments in the United States is that they promote "teaching to the test." There is little question that, under pressure to produce higher test scores, schools tend to implement more standardized curriculums that are geared toward preparing students to perform well on year-end tests. Proponents of high-stakes assessment have argued that, when administered well, large-scale tests and accountability measures need not be ominous for teachers--indeed, they can serve to clarify goals, unify curricula, and foster a greater sense of community among teachers and administrators. Through interviews and class observations, the author of this article examines the building of community among teachers and students through high-stakes assessment.