Reading scores exist for a continuum of purposes, from informal assessment to formal standardized tests. This brief aims to answer the question: What matters most for elementary-grade teachers when thinking about reading scores, and what could policymakers do to help teachers? Three positions worth pursuing in this regard are shared: (1) every reading assessment should have a clear purpose; (2) formal reading test score use must be supported by validity and reliability evidence; and (3) testing should be done only when necessary. The brief concludes with suggestions for policymakers.