Public policy and measurement community issues related to the use of standardized achievement tests for students in kindergarten through grade 12 are discussed, focusing on students and parents as the end-users of test data. The viewpoints expressed are based on 18 years of experience with test score interpretation. It is suggested that technical policy decisions be made to: follow the same groups of tested students over time, rather than simply comparing one group with other similar groups of different years; use a scoring system that allows lay persons to see real measurement of their children's tests and progress over time; and develop, use, and deliver to students and their parents a quasi-official form explaining test results and their significance. In addition, an extensive effort needs to be made to provide for the breakout of scores of Asian and Pacific American students, and the rights of test-takers as consumers should be addressed via standards. (TJH)