This study examined media coverage of testing in schools in two newspapers - the New York Times and Education Week - over the 20-year period from 1996 to 2015. Using a conceptual framework informed by framing theory and a quantitative text analysis technique called structural topic modeling on a dataset of over 8,000 articles, this study identified shifts in topic coverage and traced the evolution of the framing of the issue in the media across time. Findings indicate a shift in framing from a more positive portrayal of testing in the years prior to passage of the federal No Child Left Behind Act to a more negative portrayal in the years after passage of the law. The study contributes to the literature on media framing of education issues and the emerging literature on applications of topic modeling techniques to education policy.