This article intends to help school psychologists understand the nature of high stakes tests, methods for analyzing and reporting high stakes test data, standards for tests and program evaluation, and application of appropriate practices to program planning and evaluation. Although it is readily acknowledged that high stakes test data are not sufficient for effective program planning and evaluation, the availability of test results, and their salience for federally mandated accountability programs, argues in favor of using such data for program planning and evaluation. A decision-making model, which begins with high stakes test data, but also requires additional data from teachers and classrooms, is proposed to help practitioners evaluate program effectiveness, and make plans to improve student outcomes.