Incorrect teaching methods may be implemented so that students pass, graduate and reach district quotas. Instead of students being pushed to use their analytical and critical thinking skills, they get drilled on given material. This method of teaching takes the joy out of learning and creates anxiety for students. Teaching to the test also diminishes the amount of creativity that teachers want to use. Teachers risk leaving out important lessons and instead cover more test material in an effort to ensure students pass. However, it is the interdisciplinary lessons that add the novelty needed to keep students interested in learning.
Standardized testing often indicates socioeconomic status or test-taking skill. There is an unequal distribution of resources, qualified teachers and better informed parents among the schools. This prevents students in low-income areas from testing to their full potential. Standardized testing separates poor test-takers from good test-takers, which hinders an accurate comparison and measure of intelligence. Standardized testing can challenge the self-esteem of bright students if they score low and limit their own perception of their abilities. Students who score well may develop an inflated view of how well they studied or learned the material. Also, many students cheat, giving them an unfair advantage. According to analysis done by The Dallas Morning News, 50,000 students between 2005 and 2006 were suspected of cheating on TAKS.
Imposing standardized testing to hold students accountable may succeed in the short-term; however, it does not prepare students for college or the workplace. Instead of working to alleviate the true reasons why students may be failing courses due to mental distress, learning disabilities or their attitude toward school, TAKS adds more stress. It increases the workload of students that are already struggling and distracts teachers from working with students. Instead of the resources being used for testing, the funds could be more effectively used for tutoring, study skills tutorials, intervention programs and extracurricular activities.
There has been a history of debate over the correct answers to math and science questions. Scholars have claimed that some questions have two correct answers; however, the testing administration has refused to drop these questions or give students credit for the answers they gave. Students are forced to suffer the consequences for the test not having clear questions. TAKS may also be reinforcing false information and incorrect comprehension of the tested concepts.
Positioning TAKS as an end-of-the-year promotion and graduation test increases the importance of it matching up with the district's curriculum. Unfortunately, in many instances, the students have already covered the TAKS material without having a full grasp of the concept, or they may forget the material. In other instances, the students have not had the opportunity to cover the material at all. In extreme cases, the material is taught in another grade level and teachers have to rush over the main TAKS material for students to pass.