Should Educators be Held Accountable for their Students’ Academic Performances?

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Teachers and Learner’s Academic Success
Many factors are used in an attempt to assign blame for the underperformance of students. Depending on the party whose opinion is sought, the inability of learners to perform in line with expectation could be attributed to participation in extracurricular activities, personality problems, inefficient time management, and inability to expend the required effort and preparation towards learning, among other external factors. Notably, the reason why students fail changes depending on whether one is investigating the issue from the perspective of the student, the perspective of the faculty, or the perspective of the learners. Notably, one essential question that should be asked is the extent to which teachers should be considered responsible for the failure of students. To this end, teachers should not be held responsible for the failure of a student given that they are required to operate in a resource-deficient environment and they are other major stakeholders who should take up responsibility for the success of students.
Notably, educators should not be held responsible for the failure of students given that they are forced to implement policies that do not effectively facilitate the learning process. For example, the Common Core standards were founded on faulty reforms and thus contributed to the failure of some learners (Chiang 1053). While some observers argue that this is not the case as the standards only establish the topic to be taught, it is essential to acknowledge that teachers cannot ignore the guidelines indicated by the standards. The insistence of the Common Core Standard that teachers have to achieve a certain outcome limit the teacher’s creativity in the classroom making it hard for the teacher to customize the instructional delivery to meet the learner’s needs. Consequently, the failure of students in such instances cannot be placed on teachers.
In addition, teachers should not be blamed for the failure of students as they are frequently forced to operate in a resource-deficient environment. It is common for teachers to be expected to operate at a high level in the classroom that does not provide the required resources to facilitate the learning process. That is, some teachers have to contend with the absence of the technology and equipment that is essential to instructional delivery in a classroom setting. Most of the decisions that affect the quality of resources that teachers use in instructional delivery are made by policymakers who are out of touch with the challenges that teacher face in the classroom (Rivkin, Hanushek, and Kain 450). For example, some teachers are expected to deliver instruction to classes with more than...