摘要：P ublic education in the USA is infamous - rightly or not - for relatively poor learning outcomes. Standardized testing, meant to correct for this, has exacerbated the problem. For example, the concurrent decrease in time students have for physical activity correlates with lower academic achievement rates (Centers for Disease Control and Prevention, 2010; Donnelly and Lambourne, 2011). The heightened stress and fear that high-stakes testing provokes in students also has undermined the test-centric strategy (e.g., Rushton and Juola-Rushton, 2008).
