Katy Dalgleish names something important: when test scores become the accountability system, they stop measuring learning and start replacing it. That's not a measurement problem — it's a design problem.

The harder question she leaves open: why can't we build a better accountability system when everyone agrees this one is broken? The answer is that nobody's job is to design education governance the way it actually needs to be designed. Reform happens at the margins. The architecture stays broken.

That's the structural hole underneath the standardized testing debate.