poverty levels, as well as qualitative case studies from teachers in three states suggest that the perceptions teachers have of standards, tests, and students shape their classroom actions. These findings indicate that teachers are not likely to engage in effective classroom practices but instead engage in one-size-fits-all practices. Implications of these perceptions on professional development and talent development are discussed. Until the late 1970s, standardized testing had little effect, if any, on instruction. Instead, Goslin (1967) found that teachers seldom used the results of standardized tests, and he reported virtually no influence of test content on teaching methods or classroom content. Over the past decade, however, the importance placed on standardized tests has increased significantly (College Board, 1999). Forty-nine states have appropriated funding to establish assessment instruments as a means of interpreting educational effectiveness (Council of Chief State School Officers CCSSO, 2000). Numerous reports suggest that the increased emphasis placed on these test