標準運動也帶來了許多挑戰，從而影響了課堂上的多元文化主義。目前對考試成績的癡迷導致許多課堂老師回避與標準課程不直接相關的討論話題。這被稱為縮小課程，以滿足測試和問責標準的需要。學區的教師和管理人員都指責新的國家標準和預期的國家評估，這給學區施加了壓力，要求他們以犧牲其他擔憂為代價來規范和強調內容(Bohn & Sleeter, 2000)。“國家規定的課程標準顯然是當天的順序(Bohn & Sleeter, 2000)。”可執行的課程標準對多元文化教育的真正損害是未知的，但所有跡象表明，它在公立學校擱置多元文化教育的勢頭正在增強。標準運動對測試的關注是它最令人不安的方面之一。課程的標準化程度越高，對學生的吸引力就越小。學生將會收到一套幾乎包含在學習標準課程的教科書。所有的事實都是為了讓學生記住有限的預先消化的知識，以作為無可辯駁的事實。標準的教科書是這樣一種方式，就文化差異而言，盡可能地不受爭議。因此，不會引起任何對立的觀點，從而引發質疑或質疑事實。教科書里所有的家庭都很開心，住在漂亮的社區里。多元文化教育的原則之一是營造一種氛圍，讓學生可以對現狀提出質疑，而不必擔心疏離感。標準化的課程并沒有花費大量的時間來進行交互活動。不同文化背景的學生都很清楚課本上的這些差異。艾德麗安豐富了痛苦這種局勢的一個強大的引用:“當一個人的權威老師,說,描述世界,你不是,有一個心理不平衡的時刻,就像你看著鏡子,看到什么(Bohn &雨夾雪,2000)”。教科書或其他形式的強制課程會妨礙教師，防止學生在課堂上遇到困難。如果考試成績是標準的話，教師們就不能把時間從標準的學習過程中抽出來。
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.