The preparation needed to take a standardized test takes time away from students being able to develop better “soft skills”. Teachers having to follow an exact curriculum, that sometimes includes scripting, makes it harder for a student’s educational needs to be taken care of. Often a student is unable to take subjects like music, art, or a foreign language, because their test scores were to low or the subjects are not included on the test (Squire). These subjects are essential for a young child when they are still growing. Music and art classes help promote creative thinking as well as problem solving, both skills that can be used in everyday life as an adult. For example, in Indiana a student with a pass score on their ISTEP exam lose an elective for remediation classes, while a student who did not pass lost many of their electives (Harbour). When picking an elective, a student tends to pick a subject that they find enjoyment from, which in return reduces their stress and anxiety levels. Standardized testing preparations make students more stressed, anxious, and less motivated. These effects then lead to the potential to drop out of school.Statewide assessments reflect an individual’s performance and an entire school’s performance. Individual’s that are among the poor and minority often score lower leading to the inability to graduate (Squire). While individuals who do well on the assessment usually think of it as a game, because they do not feel the assessment is an accurate representation of their academic achievements (Squire). Because everyone has a different outlook on the test this will affect the entire school’s performance records. If the school’s performance is poor they can lose funding and be taken over by the state (Abrams). The data shown from the tests can lead to students believing the opportunity for success does not exist, with rewards having little impact for improvement. For example, Paul Harbour states “data is a Bell Curve, and to within 90-plus percent accuracy where you are on a bell curve doesn’t change” (Harbour). Scores and data are difficult to use for improving a learning environment. By making a student aware of their test scores, they become more aware of their flaws, some use this to improve while others have a hard time accepting it. The data generated cannot get specific enough to focus on what an individual student needs to further their academic career.