Abstract
State assessments are taking over our classrooms. This study provides a descriptive account of how the testing culture affected students and instruction during one school year in two small, rural Mississippi secondary mathematics classrooms. Throughout this school year, engaging instructional activities were sacrificed for more traditional drill and practice lessons aligned specifically with the end-of-the-year assessments. Curriculum was limited and teaching to the test was emphasized, especially during the weeks just prior to the assessments. Students found the assessments to be motivational, but like the instructor, students experienced pressures associated with these tests.
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