Employment tests predict job performance because they measure or are correlated with a large set of malleable developed abilities, which are causally related to productivity. Our economy currently under-rewards the achievements that are measured by these tests. Consequently, economic incentives to study hard in high school are minimal, and this absence of incentives has contributed to the low levels of achievement in mathematics and science. Alternative measures of academic achievement include: (1) diplomas; (2) competency profiles; (3) hiring based on high school grades; (4) job tryout and promotions based on performance; (5) job knowledge tests; (6) intelligence tests; and (7) broad spectrum achievement tests. To maximize incentive efforts, students, parents, and teachers must be aware that local employers are using tests for selection and must know what kind of material is included on these tests. Employers should publicize their use of broad spectrum achievement tests. Greater use by employers of tests measuring competence in reading, writing, mathematics, and problem solving will inevitably increase the economic rewards for having such abilities. Two tables and one bar graph complement the text. A 43-item list of references is provided. (SLD)