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Do standardized tests actually improve the quality of public education? For years they've been used to gauge schools' academic performance and assess the needs of pupils. No longer could illiterates be graduated from high school. No longer can educators pass a student from one grade to another without having taught that student whatever (Spellings). When these advances are favorable, standardized exams frequently hurt already disadvantaged schools, promote states to reduce their standards of instruction, and cause colleges to focus more on the examinations themselves instead of on their own students' real learning (Karp). Among the big foundations of the No Child Left Behind (NCLB) Act, a national law requiring public schools to distribute standardized evaluations at least once a year, is that colleges may be justified by the federal government as a result of poor examination grades. Obviously, this threat places an extraordinary amount of stress on schools to do well on their exams and retains administrators and teachers more accountable. But in addition, it induces teachers to teach the test rather than their curriculum, allowing students to do better on exams without really understanding the tested material (Karp). Test-teaching has become so common that pupils might actually take courses helping them to improve test scores, and entire days of public school are spent teaching kids better and faster ways to get rid of incorrect answers (Gallagher). Such use of classroom time and college effort is by no means useful to almost any child?s schooling, and its pervasiveness is unacceptable. Really, the pervasiveness of test-teaching is now remarkable. Former president of the National Urban League Hugh Price urges parents to ?? Make certain your children can pass?a...