Although annual state tests had been federally required since 2001, and the consortia and standards were led by states, the new tests became a focal point of narratives about federal overreach and over-testing. Current wisdom holds that testing has become politically toxic. There are real risks that some states are rolling back advancements in test quality, accessibility, and rigor in the name of reducing test time and cost, or answering political pressures. States are continuing to rethink their roles in assessment and their assessment systems in ways that may benefit teaching, learning, transparency, and equity. This brief highlights developing trends and opportunities for state systems of assessment, especially in areas beyond federally mandated reading and math assessments. Which states are pursuing these ideas, and what might be holding others back? What are the risks and rewards of investment and innovation in new test designs or assessments? In particular the brief discusses the landscape of: (1) Interim assessments for accountability; (2) Formative assessments to support instruction; (3) Interstate collaborations and shared item banks; and (4) Science and social studies assessments. Although these four topics do not represent the totality of progress and innovation in assessment, these four were chosen because they are each examples where innovation and improvement is within close reach for states, and where some states are already leading in ways that may be instructive.