Norm-referenced and criterion-referenced test results are frequently manipulated by public school administrators to show artificial achievement gains, rather than actual achievement gains. This paper suggests remedies for the various testing practices that contribute to artificial achievement gains, including improvements in the areas of: test security, test administration, test materials and reporting, test monitoring, and test publisher/company liability. Recommendations are presented in a "model legislation" format in order to facilitate implementation. For purposes of this paper, "tests" are defined as any group-administered achievement or criterion-referenced test, administered either by the State Department of Education or district and county boards of education that is compiled into class, school, district, or state aggregate scores. A 21-item list of references is included. (RLC)