In this article, the author argues that using test scores as the sole indicator of students' and teachers' knowledge and skills is harming students and driving the best teachers from the profession. Research by the Abell Foundation indicates that clear links could be found between teachers' verbal and cognitive abilities and the achievement of their students. Further, it indicated that verbal ability, the selectivity of the college attended, and the college achievement of the teacher were good predictors of teaching quality. These standards are hard to maintain due to the state-wide teachers shortage, and it is also not clear what exactly makes a good teacher, knowledge and education or a love and desire to help children. It could be both. This article analyzes this issue in great detail.