The present work, which is carried out in one of the school districts in the state of Illinois, focuses on the social impact of the ACCESS for ELLs, one of the tests that is currently being used in twenty-three states to measure and report ELLs' language proficiency, and the use that is made of the scores by different people: state legislators, district administrators, school principals, and teachers. Results obtained in a teacher survey and in several interviews with stakeholders at various levels reveal that, although on a smaller scale compared to other state tests, the way in which the...