There is a growing call to reconsider current approaches to national and state assessment system policies and practices. State and local education agency leaders, educators, community leaders, and advocates have voiced concerns that current state assessment systems--defined primarily by end-of-year multiple-choice tests--are unable to meet contemporary needs for information that supports teaching and learning. More than 20 states are involved in efforts to transform one or more aspects of their assessment systems; however, the process of securing federal assistance and approval to make transitions to substantially improved systems poses numerous challenges. This report synthesizes policy analyses and findings from legal and research analyses, as well as consultations with national, state, and local leaders, to (1) outline the history of federal testing guidance and state responses that have shaped the current context, (2) describe strategies states and districts are pursuing to evolve their assessment programs into high-quality systems that both signal and support better teaching and learning processes for all students, and (3) identify key ways that the federal government could support assessment reforms that enable thoughtful assessment of meaningful skills in ways that also better support teaching and learning. [This report was written in collaboration with Michael DiNapoli, Tara Kini, Tiffany Miller, and Julie Woods. For the Policy Brief, see ED630213.]