This paper examines political influences on assessment programs and their effects on local school systems. Specifically, it describes North Carolina's political climate and examines the impact of political influences on educational assessment in the state. The political climate in North Carolina has produced a plethora of state-mandated tests, some of which include the End-of-Grade (EOG) Test; Writing Assessment; and the High School End-of-Grade Test in algebra or geometry. Problems with the testing system are described in detail. Clearly, the purpose of local assessments--to improve instruction--may differ from the purposes of externally mandated assessments. To reduce conflicts with state policy makers, local educators are advised to: (1) maintain their own professional integrity; (2) organize to voice concerns; (3) make noise; and (4) deemphasize the importance of test scores. State officials can help by including more teachers and local education staff in developing report formats and test frameworks and ensuring that tests accurately measure expectations for student performance. Ideally, future state and national assessments will be based on what is best for students and teachers. Six exhibits are included. The appendix contains a review of research that explored the effects of accountability efforts on instruction. (LMI)