Almost states have gotten federal funding by accumulating test data from all their schools (Ravitch 107). Data collected from multiple-choice questions determines the intelligence of each student and their teachers. Test data is tracked throughout its life in relation to test scores, graduation dates, and other statistical companies like Amazon and Microsoft use to evaluate different groups (by age, ethnicity, etc.) as a whole (Ravitch 107). Ravitch states that there are many problems with this, mainly, the tests do not measure character, spirit, heart, soul, and potential (112). Not everyone is the same, and just because one may be weak in math or writing doesn't mean they aren't intelligent, resourceful individuals with a lot to share with the world. For schools to be seen as having more than just test scores, they need to be in great standing with their students' average test scores. The government's intense focus on test results greatly damages schools' ability to be a well-rounded school. In contrast to the federal government's focused attention on what students learn, educated consumers want their children to have a well-rounded, balanced, and rich curriculum (Ravitch 108). Schools must be more than just accommodations for test takers. The Education Board might argue that students' test proficiency makes them better people, prepares them for college and, ultimately, for the workforce. What are they