State Tests Influence Instruction, Research Says Given the controversy that is growing over standardized testing and its effect on both student growth and academic practice, this article in Education Week seems an appropriate read. Educators have consistently reported more negative than positive test related effects on students, such as test-related stress, an overload of testing, elimination of non-tested curricula from instructional programs such as the fine arts, and unfairness to special education and limited- English-proficient students. Take a look at Lynn Olson's article on Education Week's website that provides an interesting overview on the topic.

Abstract. Teachers are shifting their instruction to focus on what is tested, conclude companion reports released last week by the National Board on Educational Testing and Public Policy at Boston College. The reports, which summarize the findings of a two-year study, found that the changes were greatest in elementary schools and in states where more consequences are attached to test results, such as high school graduation or school accreditation. Perceived negative effects included reduced instructional creativity, increased test preparation, and a focus on breadth rather than depth of coverage. In all three states, educators reported more negative than positive test-related effects on students, such as test-related stress, an overload of testing, and unfairness to special education and limited- English-proficient students. A majority of those surveyed nationally, however, did not agree that state tests were causing many students to drop out of high school or to repeat grades. The full article is available on Education Week's website in the Research in Education section.