Improved communication and cooperation between test publishers and school systems is essential for solving major test problems. Test-curriculum matching, test equating, and inappropriate use of grade equivalent scores are major problem areas. The degree to which a standardized test yields information relevant to what the system is trying to teach its students, determines which test is used. The basic skills measured in major standardized achievement batteries probably become unidimensional for most students beyond the primary grades. It has been proposed that school systems use custom tests suitable for their schools and then equate them to nationally-normed tests. However, tests not constructed to the same specifications cannot qualify as parallel tests and equating them is not feasible. Many tests are constructed and used in an inappropriate manner due to poor communication between test publishers and school systems. Grade equivalent scores are developed by most test publishers and most school systems use them. They serve the function of making scores more interpretable. (DWH)