The purpose of this publication, which is addressed to a variety of audiences including educators, parents, legislators, school board members, members of the press, and voters in general, is to persuade the reader to help stop achievement and readiness testing in kindergarten and first and second grades and to rethink current educational goals and teaching methods. Chapter 1 sketches the development of the testing dilemma and explains test construction terms and concepts. Chapter 2 explains why achievement tests are not valid measures of learning and why they promote developmentally harmful classroom practices. Chapters 3 through 9 focus on the testing dilemma from the perspectives of superintendents, principals, teachers, teacher educators, and consultants in state departments of education (chapters 4 and 9 concern the approaches to the testing dilemma of a school system and a state department of education). These chapters were written by educational leaders initiating fundamental changes in their workplaces. Chapters 10 and 12 describe negative effects of achievement testing on the teaching of reading, writing, and mathematics. Chapters 11 and 13 describe alternative approaches to assessment. The final chapter summarizes recommended actions educators can take to stop inappropriate testing and suggests ways to inform and influence parents, policymakers, the media, and voters. Over 100 references and 65 bibliographic resources are cited. Numerous black and white photographs illustrate the text. (RH)