This paper examines long-range problems caused by test-controlled schooling. It looks at the demands of both curricular and accountability uses of tests from the point of view of the urban school district's testing office. On the basis of interviews with 12 New Orleans teachers and the experiences of the authors in working in two large city testing offices (Dallas and New Orleans), the problems ("tentacles") related to testing and test data use are discussed in the following categories: (1) test data; (2) the theoretical ideal; (3) monitoring schools and accounting for progress; (4) public relations and testing; (5) testing and the curriculum; (6) testing and equity; (7) the school district testing unit; and (8) accountability and curriculum unity. Suggestions are made to better organize and coordinate the different aspects of testing. A three-page bibliography concludes the document. (JAZ)