This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State--one of teacher interns and one of cooperating teachers--findings include that state level policies in response to NCLB may actually be "decreasing" teacher attention to closing the achievement gap. Further, the article explores how even progressive performance-based standards--when administered "globalistically"--are generally ineffective. After discussing university complicity in exacerbating the problem, the paper concludes with ways policymakers may shift their attention from creating complicated rubrics to promoting relationships that support pedagogical change.