The researcher in this study hoped to answer some of these questions about the pedagogy and curriculum in relation to high-stakes tests. Mehrens (1998) found that "the evidence for a test's influence on either curricular content or instructional process is not totally clear" (p. 5). He agreed that there is "little empirical evidence" when it comes to making conclusions about the consequences of high-stakes tests. The American Psychological Association (Appropriate use of high-stakes) also asserted that "more research is needed on the impact of testing" which led the researcher to believe that this study may add to the limited research already being conducted. This study certainly addressed the questions of pedagogy, curricular decisions, and teacher attitude in order to add to the literature in more detailed descriptions. At present the literature suggests a contradiction about the impact of testing on both instructional practices and curriculum adjustments, and this research provided data and discussion indicating a clearer assessment of the changes occurring in the educational setting on the basis of high-stakes tests.