This paper examines the major influences of state minimum standards of pupil proficiency in reading, writing, and mathematics; state curriculum guides; basic skills testing; and a state-funded compensatory/remedial program on public schools in Louisiana since 1980. The state testing program is described in some detail. Its influence in the home is briefly noted, and its influence in the regular classroom is considered in sections devoted to classroom instruction, student assessment, staff development, and time and resources spent on testing. The influence of the compensatory program on lowest performing students is discussed. Finally, influences on school policy are considered, with sections on promotion/retention and use of test results. (MNS)