Standardized tests are only able to measure correct multiple choice answers. They cannot measure a child's creativity, their ability to problem solve, or their ability to critically evaluate information. The culture of achievement that has accompanied the push for higher test scores has had severe physical and psychological effects on students. Taylor (2010) claims that academic stress is the greatest source of stress faced by school-aged children. He notes that many high school and college students have turned to performance-enhancing drugs such as Adderall and Ritalin to help them concentrate. Finally, he claims that teen suicide rates have risen drastically in recent years, particularly among girls. In summary, the ever-increasing push for higher test scores has created an academic culture where stressed out students and frustrated teachers are the norm, and where very little authentic learning actually takes place. Race to the Top's push for even higher test scores may only exacerbate this already toxic situation.

Finally, some educators are concerned about the possibility that the acceptance of federal funds will force state and local educational agencies to surrender more power to the federal government. For instance, under the current educational system, school districts and states have the authority to design and implement sets of standards and objectives for their students. They determine how to improve their assessments at the local and state level, and they have the authority to determine how educators and administrators are evaluated. However, under the provisions of Race to the Top, these powers may be usurped from local and state educational agencies. Arne Duncan, the U.S. Secretary of Education, intends to "reserve up to $350 million to help states create assessments aligned to common sets of standards" (Hamilton, 2009). These standards will be determined at a national level. This motion could overrule any state or local input into determining what standards are taught in schools. In addition, before they are rewarded federal funds, states must submit plans to raise their academic and assessment standards. They must also share their plans for how they intend to implement rigorous teacher and principal training programs and evaluation systems (Hamilton, 2009). Under Race to the Top, local and state agencies may lose the power to determine faculty training...

They may also lose the power to independently develop academic standards, assessments or improvement plans.
In conclusion, Race to the Top will provide sorely needed funds to cash-strapped states, but the strings that are attached to the money are causing consternation among parents and educators who disagree with the idea that teachers should be evaluated according to how well their students score on tests. Many parents, teachers and students are frustrated by the increased focus upon test scores and are worried that the initiative will further drive schools away from authentic learning and assessment. Finally, state and local agencies stand to lose decision-making power if they accept these federal funds.