Many teachers involved in FCAT testing note that they are required to spend much more time teaching students in areas that are routinely covered on the test rather than a broader understanding of subjects. They also point out that this necessity to emphasize the material to be tested reduces the amount of time they can devote to children who need additional attention. The students who don't easily grasp the material may fall progressively farther behind.
One of the obvious consequences of continuous testing of students is that they are exposed to a climate of continual stress as both teachers and administrators look for better test numbers rather than a good educational environment. Students can easily become discouraged and negative about education in general, and about their own ability to learn.
One of the reasons so much effort is put into achieving good FCAT scores is because funding for schools depends on test results. Monetary incentives for schools that test well leave lesser performing schools at a disadvantage, though students in those schools need the resources most of all to make educational progress. These include schools with high levels of economic, cultural or social disadvantages.
There is also evidence that continuous FCAT testing and requiring FCAT passage for graduation may cause students to drop out of school altogether. The West Orlando News cites a Georgia Southern University study that found that self-esteem takes a beating with FCAT test failures, and some students may seek relief by dropping out. In fact, Florida has one of the lowest high school graduation rates in the country, and FCAT may be one of several factors contributing to the problem.