A scholar opposed to standards in education is difficult to imagine. Favoring standards in education, however, is not synonymous with advocating compulsory, centralized national testing. The case for reforming U.S. precollege education based on test scores is not as compelling as advocates such as John Bishop (1998) want us to believe. Bishop does not address the cost of developing, administering, and scoring tests. As the Educational Testing Service learned with its Advanced Placement exams, moving beyond multiple-choice or fixed-response questions, which are machine scored, to free or essay response questions greatly increases the cost of marking; yet, the latter is advocated by Bishop. He mentions the wonderful experience Alberta teachers report when brought to centralized locations to grade the extended-answer portions of the exams(p. 174). He never mentions the cost or the validity and reliability of the process by which teachers doing the reading and marking of written answers came to agree on what constituted an excellent, good, adequate, poor, or failing response to essay questions(p. 174). Given the added recognition and prospects for additional pay for the participating teachers, it is not surprising that they report a positive experience. It is like asking the latest lottery winners if their methods of picking numbers are worthwhile. To appreciate the problems in wide-scale administration of exams, one need only look at Rene Sanchez's (1997) report on the organized criminal activity of test takers who, in addition to other means of cheating, have repeatedly exploited time-zone differences in the administration of the nation's most important college admission exams. Even at the state level, centralized testing is difficult to control. After the Kentucky Supreme Court in 1989 declared inequities in school district spending, legislators passed a sweeping school reform agenda that includes an annual test heavy on essay questions. Steve Stecklow (1997) cites Doug Terry, a legislative analyst at Kentucky's Office of Education Accountability, as saying that many schools have engaged in unethical behavior while overseeing student writing on test material, including teachers' typing and editing student work. Since 1993, over 60 Kentucky schools have been investigated for allegations of cheating by teachers and administrators. The notion that universal standards and compulsory exams developed at the national level will not fall to the lowest common denominator is wishful thinking. In the case of the voluntary standards developed by the National Council on Economic Education, the ink was no more than dry before economist Karen Pen-