Abstract
This article discusses teachers' views on state-mandatedtesting programs. An overview of the literatureis presented, as well as results from a nationwidesurvey of teachers. Findings from both suggest thathigh-stakes state-mandated testing programs can leadto instruction that contradicts teachers' views of soundeducational practice. In particular, teachers frequentlyreport that the pressure to raise test scores encouragesthem to emphasize instructional andassessment strategies that mirror the content and formatof the state test, and to devote large amounts ofclassroom time to test preparation activities. The articleconcludes that serious reconsideration must begiven to the use of high-stakes consequences in currentstatewide testing programs.
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