Frequent testing is intended to provide an incentive for students to study frequently.  Cramming for exams is the opposite of studying frequently.  In some course, cramming for exams probably leads to a satisfactory final grade in the course.  In other courses, for example, quantitative courses, cramming probably does not lead to a satisfactory final grade in the course.  The goal in this paper is to examine whether frequent testing on assigned homework problems provides an early indication that cramming for exams is unlikely to lead to a satisfactory final grade in a quantitative course.