Since its beginnings, the Spencer Foundation has sought to advance knowledge about education with the aim of educational improvement. Although its core mission remains steadfast, in recent years the foundation has initiated proactive practices to identify research and other compelling projects that show promise for the improvement of teaching and learning and the realization of the potential for education to promote more equalizing opportunities. In its pursuit of research agendas in these areas of inquiry, Spencer has been been able to organize the convening of scholars and practitioners who may not otherwise have had occasion to do so regarding important problems of education. It was such a project that led to the publication of Assessment, Equity, and Opportunity to Learn.

During its 100-year history, testing likely has not had the powerful influence it has in today's “culture of evidence” climate. Assessments of student learning have taken on major importance in the current educational policy context, with significant consequences for individual children and their teachers and their schools. It was in this high-stakes climate in late 2001 that Pamela A. Moss, Diana C. Pullin, James Paul Gee, and Edward H. Haertel approached Spencer to support an interdisciplinary initiative focused on expanding the foundations of educational assessment. Their intention was to enhance the dialogue concerning the theories and methods through which assessment is conceptualized, practiced, and evaluated by bringing together scholars from several disciplines to study its practice.