报名参加规范化考試需要的准备工作占有了学员发展趋势更强“软技能”的時间。老师们务必遵照一套精准的课程内容，有时候还包含撰写脚本制作，这促使考虑学员的文化教育要求越来越更为艰难。一般学员没法选修课歌曲、造型艺术或外国语等学科，由于她们的考试分数很低或这种学科不包括在考試中(Squire)。当小孩仍在发展的情况下，这种课程内容是不可或缺的。歌曲和造型艺术课程内容有利于推动创新思维能力和解决困难，这二种专业技能都能够在成年人的日常日常生活应用。比如，在印第安纳州，一个ISTEP考试合格的学员在补课课上失去一门选修课程，而一个没根据的学员失去很多选修课程(Harbour)。在挑选选修课程时，学员通常会选择自己很感兴趣的学科，这相反也会降低她们的工作压力和焦虑情绪水平。规范化的考試提前准备使学员工作压力更高，更焦虑情绪，更欠缺驱动力。这种危害会造成 潜在性的退学。全州县范畴的评定体现了一个人的主要表现和全部院校的主要表现。本人的穷光蛋和少数名族通常评分较低，造成 没法大学毕业(士绅)。而这些在评定中主要表现优良的人一般觉得它是一场游戏，由于她们不觉得评定是对她们学术研究造就的精确体现(Squire)。由于每一个人对考試都是有不一样的观点，这将危害全部院校的考试成绩纪录。假如院校主要表现不佳，她们很有可能会丧失资产，并被政府部门对接(艾布拉姆斯)。检测中表明的数据信息会让学员们坚信取得成功的机遇并不会有，而奖赏对发展的危害也不大。比如，Paul Harbour说“数据信息是一个钟形曲线，在90%之上的准确度上，您处在钟形曲线上的部位是始终不变的”(Harbour)。成绩和数据信息难以用以改进学习环境。根据让学员了解自身的考试分数，她们会更为意识到自身的缺点，一些人运用这一点来提分，而另一些人难以接纳。形成的数据信息不可以获得充足实际的关心一个学员需要什么进一步她们的学术研究职业生涯。
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.