Teachers are told by districts and state officials alike that High-Stakes testing is the best way to assess a student’s present levels of knowledge. This belief has a stronghold in the system that test after test is being added to the mandated yearly or tri-yearly load. There comes a point where we need to step back and look at what is expected of these children. Is the current testing protocol causing more harm than good? This review will examine whether the scores are truly reflective of the student’s present levels or are not reliable as a diagnostic tool. The purpose of this review is to address the possible impact that overtesting is having on the well-being of secondary-level students and their education based on their test scores. If the amount of testing currently required on the state and district levels is putting an unnecessary burden on the students, the data would be unreliable, and therefore, all classroom instruction based on those numbers would not meet the desired educational outcomes.