This article demonstrates, through stories of Ohanian's teaching, journalism experience, and analysis of testing items and outcomes, that we have every right and obligation to challenge institutionalized norms that shape today's views of assessment practices.

Suggests that good fourth-grade teaching is an expert activity--a complex activity that is not amenable to scripted materials, standardized lessons, or any one-size-fits-all plan for the organization of instruction. Shows that the 30 exemplary teachers discussed produce superior educational gains as measured on standardized achievement tests--not…