ABSTRACT
SUMMARY. This overview article addresses the different meanings of high takes testing, which takes into consideration accountability at different levels, such as teacher, school, and state. In this regard, “high-stakes” may mean different things in different states or countries. We will advance an argument for why school psychologists should (a) be actively involved with implementation of high stakes assessment programs, (b) work to prevent the potential negative consequences of high stakes testing, and (c) advocate for the appropriate use of these assessments. Finally, we will offer a preview of each article. Collectively, the articles provide an overview of why high stakes testing is relevant to the profession of school psychology and how high stakes testing has created new opportunities for the practice of school psychology. doi:10.1300/J370v23n02_01 [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: <docdelivery@haworthpress.com> Website: 2 < https://www.HaworthPress.com > © 2007 by The Haworth Press, Inc. All rights reserved.]
