Results from international large-scale assessments (ILSAs) garner considerable attention in the media, academia, and among policy makers. Although there is widespread recognition that ILSAs can provide useful information, there is debate about what types of comparisons are the most meaningful and what could be done to assure more sound interpretations. To address these issues, the National Academy of Education (NAEd) assembled a Steering Committee to examine the future of ILSAs from a variety of disciplinary perspectives. The committee held two workshops, commissioned a series of papers, and produced a summary report. The report covers the following topics: (1) the purposes of ILSAs in education; (2) reporting and interpretation; (3) policy uses and limitations; (4) design issues; (5) analysis; and (6) summary/key messages.