For the past 30 years, the standards-based reform (SBR) movement has informed education policy in the United States. Research suggests SBR positively influences student attendance, teacher and administrator responsiveness, and student learning. SBR highlighted racial achievement gaps and began addressing them through federal policy, beginning with the No Child Left Behind (NCLB) Act. But the hyper focus on assessments and accountability had negative and unintended consequences on schools and districts, particularly those primarily serving students who are Black, Latinx, and/or experiencing poverty. Additionally, the impact of COVID-19 presents an opportunity to update our nation’s testing and accountability systems.