This historical critique of high-stakes testing in reading focuses on selected events from three historical movements: 1) the history of standardized testing, 2) the history of standardized reading tests, and 3) the history of high-stakes testing. These three interrelated histories have produced the high-stakes, standardized reading tests used in U.S. public schools today. Describing each historical movement from a critical perspective, the authors argue that concerns for objectivity, efficiency, and accountability, rather than assessment, have historically been the driving forces behind testing in U.S. schools. The authors conclude by encouraging educators to move beyond objectivity, efficiency, and accountability and instead advocate for the development of alternative indicators that focus on students' needs.