We investigated the use and validity of standardized achievement tests for summative evaluation of 78 educational intervention projects funded by the Institute of Education Sciences (IES) math and science education program. Investigators from 46 projects evaluated curricular interventions with standardized achievement tests as outcome measures. Twenty-five of the projects had potential validity problems related to a misalignment between the achievement test and the intervention. A closer analysis of 11 of those projects flagged as high risk for validity problems showed that only 6 projects attended to the validity of the test, and only 1 project provided adequate validity evidence. We conclude that there is widespread inappropriate use of achievement tests that threatens the validity of educational evaluations. To better support innovation, evaluators must dedicate more attention to the validity of the outcome measures they use.