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SUMMARY. I review the literature on the impact on student achieve-ment of high-stakes testing. Its popularity as a mechanism for holding educators accountable has triggered studies to examine whether its promise to increase student learning has been fulfilled. The review con-cludes there is no consistent evidence to suggest high-stakes testing leads to increases in student learning. Some evidence suggests it may have a negative effect for some student groups and in some important sub-ject areas (e.g., reading). Implications for future research and for the practice of school psychology are discussed. doi:10.1300/J370v23n02_04 [Article copies available for a fee from The Haworth Document Delivery Ser