Abstract
The author writes a case study examining the narrowing effect that high-stakes testing was having on his elementary school. Using a definition of testing validity put forth by Samuel Messick, the author determines that certain aspects of his school’s testing protocol do not measure up to the standard of being valid testing procedures. Staff interviews, district assessment data, and secondary sources from the field of Education compliment the anecdotal evidence which portrays an elementary school increasingly strained by the burden of high-stakes testing.