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High-stakes standardized testing has become ubiquitous in the United States since the passing of the No Child Left Behind Act. The No Child Left Behind Act mandates the testing of public-school student in grades 3-8 (Au, 2013). Research has indicated high-stake testing results impacts teachers, classroom instruction, and the school system. Not only does it affect those entities, but it also has positive and negative effects on students. This week’s article Examining High-Stake Testing discusses the factors my students, and I deal with when it comes to high-stakes testing. As the intensity of the test increases, the more issues occur. The number of students showing test anxiety is increasing due to the pressure of performingas a distinguish learner. Starr stresses excellent instruction should include high-quality assessments as data tools to measure achievement and not reflect the skills and knowledge students need to be successful (Starr & Spelling, 2014). When I started teaching 14 years ago, I believed my instruction was based on what the students needed to be successful on the state assessment. With