 Adding to this problem is increasing pressure on teachers to demonstrate that their students are performing at satisfactory levels in already established subjects. Standardized tests are commonly used as the measure of student achievement. Marked by definitive, unambiguous questions and answers, these tests do not place a premium on philosophical reflection. Since student performance is typically linked to school funding, this is not something teachers can take lightly, however skeptical some of them might be about the educational value of preparing their students to perform well on standardized tests.