This study investigated the perceptions of grade 8 classroom teachers in New York's Nassau and Suffolk counties regarding the effects of the state-mandated English Language Arts, mathematics, science and social studies tests on curriculum content and mode of instruction. Using a 45-item, pencil and paper mail survey, this study employed a quantitative, non-experimental research design. Participants were 327 teachers who provide regular instruction related to the four core content areas addressed by the New York State intermediate level assessments which are administered to grade 8 students. Teachers most strongly agreed that they employ test-preparation activities aimed at improving student performance on the state test. Teachers agreed, but at a more moderate level, that they employ the targeting of test-preparation activities at specific groups of students. Teachers also agreed at a more moderate level that they employ a reduced emphasis on exploratory learning activities such as creative projects, classroom enrichment activities, discovery learning experiences, and independent projects during the four months prior to the administration of the state test.
