In fact, the National Commission on Excellence in Education (1983) has utilized test scores to indicate that the United States was losing its worldwide leadership position, which resulted in the focus of educational reform in the realm of politics.Given such a focus on testing for screening and accrediting teacher candidates, the present study intends to investigate the validity of this measure by studying its correlation with teacher readiness and student achievement.The usage of testing and assessment to increase schools’ accountability has significantly developed throughout the 1990s. For instance, Texas has been the acknowledged leader in test-focused educational reform through its Texas Assessment of Academic Skills. 1998 marked the passage of the Higher Education Act which called for annual reports on teacher preparation and licensing were set at directives in Title II. States ascertained that the most convenient way to address this requirement was to gather quantitative data to resolve a qualitative issue (i.e. aptitude for success). ETS oversees the administration of more than 20,000 various tests in 180 nations and was then prepared with Praxis to supply such quantitative data requirement.Towards the end of the decade, several political candidates made promises related to reforms in education. While there have been various issues that were brought forth by testing, political figures promoted that children, teachers, and schools undergo such assessments (Kohn, 2000. Sacks, 1999). Moreover, President Bushs No Child Left Behind educational reform legislation practically federalized public education in the United States, with high-stakes assessment being its core. Some educators did rally against the use of tests to evaluate teachers, schools, districts, or even states overall. however, they did not have sufficient political backing to strongly push for this end (Gage Berliner 1998. Kohn, 2000).