by Stephany Elsworth

Created on: October 22, 2010

Teachers are increasingly assuming the responsibility for everything that happens inside the classroom. If the child is not engaged in the lesson, it is because the teacher is not entertaining enough to hold the child's attention. If the child disrupts the classroom and interferes with other students' learning, it is the teacher's fault because the teacher does not have adequate classroom management skills. And, if the child does not do well on tests, it's because the teacher did not cover the material thoroughly enough. It's convenient to blame all of the classroom problems on teachers, but the problem of low test scores extends far beyond the classroom walls.

Full-Inclusion Policies

Many states have a full-inclusion policy when it comes to standardized testing. This in short means that if the child can hold a pencil and sit upright, then he or she is required to take the test. This policy makes it difficult for both teachers and students in every part of the United States, but it is especially difficult in states such as Texas, Arizona and California that have staggeringly high ESL student populations. Many students enter the classroom unable to speak English; in fact, many students enter the classroom for the first time when they arrive in the United States, and they are unable to read, write or compute in any language. These students are expected to complete the standardized tests with all of the other students, and their scores are calculated in with all of the other test scores. Quite a few students simply color in any bubble since they can't read the material anyway, and they spend the next several hours with their heads down on their desks waiting for the other children to finish. It takes years for students to learn a second language, and the teacher cannot be blamed if the child does not learn to read, write and speak proficient English in time to successfully complete the standardized tests.

Home Support

Many children from second-language or low-income homes receive little or no homework help or other support outside of the classroom. Non-English speaking parents are unable to help their children with their homework. Many low-income parents work more than one job and are away from home for long hours, so they are unable to attend parent functions, meet with teachers or provide homework assistance. Children who do not feel that their parents are interested in their academic success are less likely to behave in school, are unlikely to complete homework

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