Cites three critical questions to examine reasons for inconclusive findings relating middle school practices recommended in "Turning Points" to student achievement: (1) shortcomings in operationalizing variables; (2) what is measured; or (3) uncontrolled variables. Notes schools implementing more "Turning Points" recommendations showed greater gains in student outcomes and that achievement is linked to SES. Concludes with a challenge to educators and policymakers to question some uses of standardized tests. (KB)