Standardized tests have a long history of being the go-to measure of student reading achievement, teacher accomplishment, and school accountability. Given this habit of history, it is predictable that a single standardized reading test score is often considered the indicator of student reading growth and achievement. Yet standardized reading tests come with a host of consequences. In contrast to this power and these consequences, standardized reading tests are limited in their ability to describe students' reading needs and to inform reading instruction.