State mandated tests are being implemented in the public schools, but states differ greatly in the complexity of their tests, making comparisons very difficult. States may have widely different definitions of what counts as proficient, and it is evident that state standards are set arbitrarily. It is also important to consider the relationship of state standards to the National Assessment of Educational Progress results as well as questions related to a potential national curriculum. Educators looking for alternative forms of student evaluation have suggested student portfolios, which might be used for state testing and measurement. Portfolios based on constructivist ideas provide information about student learning at an every day level. States that do depend on state mandated tests must be concerned with reliability and validity, and they must be sure to test meaningfully what students have had an opportunity to learn. (SLD)