This research article, coauthored by David C. Berliner, a Senior Fellow with the Learning Policy Institute, discusses findings that raise the question of whether an annual accountability measure is truly necessary. The authors suggest that the Every Student Succeeds Act’s (ESSA) annual testing requirement yields little new information on a year-to-year basis and assert that reducing the frequency of these tests to every second or third year would afford little loss of data for policymaking while freeing up fiscal resources to be more productively spent elsewhere. The authors note that a reduction in the frequency of testing would simultaneously reduce teacher anxiety and provide additional time for improving teaching and learning—the very process about which accountability measures are most concerned.