This essay provides an overview of the papers contained in this issue of the "Peabody Journal of Education." In it, the author notes for policymakers especially issues and concerns that emerge from the use of formative assessments geared towards education improvement. While the intent of such assessments is to lead to improved overall instruction and improved outcomes, he stresses that this is not a passive act that rests solely on testing children, providing their teachers and school leaders with data, and then hoping improvement will occur.