註釋 This research examines the costs to standards based instruction in reading that occur as a result of teaching for success on Minnesota's high-stakes standardized test in a high-minority, high-poverty school. This study builds on past research that broadly examined the connection between high-stakes testing and standards (e.g. Council for Basic Education, 2004; National Board on Educational Testing and Public Policy, 2003), and extends the use of the social science version of Heisenberg's Uncertainty Principle as a theoretical framework, previously used by Amrein and Berliner in their examination of the manifold impact of high-stakes graduation tests (2002). Utilizing a one-dimensional, qualitative, ethnographic framework, this research entailed surveying and interviewing two third and two fifth grade teachers. Costs discovered include, among others, a transformation of the curriculum for 29% of the year, disregard of non-tested standards, and extensive training in non-standards based test taking skills and strategies. 