标准运动也带来了许多挑战，从而影响了课堂上的多元文化主义。目前对考试成绩的痴迷导致许多课堂老师回避与标准课程不直接相关的讨论话题。这被称为缩小课程，以满足测试和问责标准的需要。学区的教师和管理人员都指责新的国家标准和预期的国家评估，这给学区施加了压力，要求他们以牺牲其他担忧为代价来规范和强调内容(Bohn & Sleeter, 2000)。“国家规定的课程标准显然是当天的顺序(Bohn & Sleeter, 2000)。”可执行的课程标准对多元文化教育的真正损害是未知的，但所有迹象表明，它在公立学校搁置多元文化教育的势头正在增强。标准运动对测试的关注是它最令人不安的方面之一。课程的标准化程度越高，对学生的吸引力就越小。学生将会收到一套几乎包含在学习标准课程的教科书。所有的事实都是为了让学生记住有限的预先消化的知识，以作为无可辩驳的事实。标准的教科书是这样一种方式，就文化差异而言，尽可能地不受争议。因此，不会引起任何对立的观点，从而引发质疑或质疑事实。教科书里所有的家庭都很开心，住在漂亮的社区里。多元文化教育的原则之一是营造一种氛围，让学生可以对现状提出质疑，而不必担心疏离感。标准化的课程并没有花费大量的时间来进行交互活动。不同文化背景的学生都很清楚课本上的这些差异。艾德丽安丰富了痛苦这种局势的一个强大的引用:“当一个人的权威老师,说,描述世界,你不是,有一个心理不平衡的时刻,就像你看着镜子,看到什么(Bohn &雨夹雪,2000)”。教科书或其他形式的强制课程会妨碍教师，防止学生在课堂上遇到困难。如果考试成绩是标准的话，教师们就不能把时间从标准的学习过程中抽出来。
The standards movement has also brought along many challenges that have consequently affected multiculturalism in the classroom. The current obsession with test scores has caused many classroom teachers to shy away from topics of discussion that do not directly relate to the standard course of study. This is called a narrowing down of the curriculum to meet the needs of the test and accountability standards. Both teachers and administrators in school districts blame new state standards and anticipated state assessments, which have put pressure on school districts to standardize and emphasize content at the expense of any other concerns (Bohn & Sleeter, 2000). "State mandated curriculum standards are clearly the order of the day (Bohn & Sleeter, 2000)." The true damage of enforceable curriculum standards on multicultural education is unknown but by all indications it is gaining momentum at shelving multicultural education in public schools. The standards movement's preoccupation with testing is one of its most troubling aspects. The more standardized the curriculum is the less engaging it will be for the students. Students will receive a set of textbooks that will almost inclusively follow the standard course of study. All the facts are laid out for students to memorize with limited pieces of predigested knowledge to be learned as irrefutable facts. The standard textbook is written is such a way as to be as non-controversial as possible regarding cultural differences. Thereby not causing any opposing views that would foster questioning or challenging of facts. All the families in the textbooks are happy and live in nice homes in nice neighborhoods. One of the principles of multicultural education is to create an atmosphere where students can question the status quo without fear of alienation. Standardized curriculum does not devote a lot of time for interactive activities. Culturally diverse students are all too aware of these discrepancies in the textbook information. Adrienne Rich captures the distress of this kind of situation in a powerful quote: "When someone with the authority of a teacher, says, describe the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing (Bohn & Sleeter, 2000)." Mandated curriculums whether embodied in textbooks or some other form can hinder teachers and prevent individual students needs from being met while in class. Teachers simply cannot take time away from the standard course of study for individual discussion if test scores are the standard.