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The most provocative public policy to grow out of the educational reform movement that began in the early 1980s has been the use of standardized, high-stakes tests to motivate and monitor the accomplishment of state and national goals of academic progress and student achievement. This article considers such proficiency testing as a cautionary lesson in the formation of public policy. Primary research conducted by the authors regarding the impact proficiency testing has had on an upper-middle-class school district reveals the perception of constituents most affected by proficiency testing. The thesis that emerges is that political power can dictate compliance, but commitment will emerge only when there is open dialogue in formulating and improving policy.

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