Literacy leaders in the classroom are often in a position to observe student characteristics and needs that accountability measures cannot detect. When students with obvious needs can still pass state tests, they can often be dubbed "proficient readers". It will take a particularly insightful teacher, with a clear view of what reading achievement really means, to address those needs. In this article, literacy leaders are encouraged to speak out about the strengths and weaknesses of accountability measures and to conduct assessment in a way that builds on student strengths and interests, yet remains sensitive to a student's home, community and culture. Literacy leaders are also encouraged to restore the voices of teachers to the assessment dialogue, particularly at a time when the U.S. seems poised to develop national standards and assessments to measure that often confuse the term "reading achievement".