Book excerpt: Analyses of variance indicated that low test-anxious students performed significantly better on high-stakes testing while there was no difference in performance between moderate and high test-anxious students. Further, multiple regression analyses indicated that test anxiety contributed significantly to English Language Arts test performance among third and fourth grade students and Math test performance among third grade students. Additionally, the current study examined the relationship between test anxiety and student demographic characteristics. Results of multiple regression analyses indicated that student gender and grade significantly predicted student test anxiety, while student ethnicity, educational verification, and socioeconomic status did not.