An incredible amount of pressure is placed on teachers to ensure an increase in achievement on standardized tests. This pressure is often wielded by administrators who draw attention to the test by reviewing scores with the entire staff and applying praise or reprimands based solely on test scores. This pressure often results in drill-and-practice-type instruction. Curriculum scope and sequence are sometimes modified in schools to cover specific test-taking skills and topics. Significant time is devoted to test preparation, including review worksheets and practice tests. These activities take away from higher-order thinking instruction, which has been proven to have more long-term benefits for students.