Elevating teaching-to-the-test to dogma, from the beginning with the distortion of J.J. Cannell's 1980s "Lake Wobegon" findings, has served to divert attention from scandals that should have threatened US educators' almost complete control of their own evaluation. Had the test cheating scandal Dr. Cannell uncovered been portrayed honestly to the public--educators cheat on tests administered internally with lax security--the obvious solution would have been to externally manage all assessments (Oliphant, 2011). Recent test cheating scandals in Atlanta, Washington, DC, and elsewhere once again drew attention to a serious problem. But, instead of blaming lax security and internally managed test administration, most educators blame the stakes and alleged undue pressure that ensues (Phelps 2011a). Their recommendation, as usual: drop the stakes and reduce the amount of testing. Meanwhile, thirty years after Dr. Cannell first showed us how lax security leads to corrupted test scores, regardless the stakes, test security remains cavalierly loose. We have teachers administering state tests in their own classrooms to their own students, principals distributing and collecting test forms in their own schools. Security may be high outside the schoolhouse door, but inside, too much is left to chance. And, as it turns out, educators are as human as the rest of us; some of them cheat and not all of them manage to keep test materials secure, even when they aren't intentionally cheating.