I review the literature on the impact on student achievement of high-stakes testing. Its popularity as a mechanism for holding educators accountable has triggered studies to examine whether its promise to increase student learning has been fulfilled. The review concludes there is no consistent evidence to suggest high-stakes testing leads to increases in student learning. Some evidence suggests it may have a negative effect for some student groups and in some important subject areas (e.g., reading). Implications for future research and for the practice of school psychology are discussed.