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Teaching “to” tests like these inevitably focuses resources and curriculum on the lower-scoring students. The pressure to bring up test scores for these struggling students limits time for the kinds of individualized learning that challenges all students to reach their ighest potential, and teachers have less opportunity to
encourage creative thinking and incorporate hands-on activities. When education is not enriched by xploration, discovery, problem solving, and creative thinking, tudents are not truly engaged in their own learning. Because teachers are required to emphasize uninspiring workbooks and drills, more and more students are eveloping negative feelings about mathematics, science, istory, grammar, and writing. Opportunities to authentically learn and retain knowledge are being eplaced by instruction that teaches “to the tests.”