In a climate of high stakes testing, Reading/Language Arts achievement is now defined by quantitative measures. But how does the affective aspects of schooling and learning impact tested achievement? This book looks at two High Schools in California and compares the Reading/Language arts achievement of students from these two schools. Students at one high school participated in stress management techniques through the TENDS Project prior to instruction and assessment. Students at the other school, a California Distinguished School, acted as the control population in this randomized study. Results show that students who managed their stress and anxiety gained higher achievement levels on standardized measures. The self assessment tools analyzed from students, teachers and researchers shed light on many of the affective factors that influence all domains of language learning. This book demonstrates that where engagement is synonymous with learning, stress and anxiety are counter productive to achievement.