Poverty and Parenting, Not Pedagogy and Practice

Why this reality makes this manner of evaluating teachers unfair:

There are innumerable factors not under the control of teachers, poverty being particularly significant since the number of children in poverty has risen dramatically. The move both nationwide and in our own state to evaluate teachers according to numerical "achievement" on narrow tests is unfair. The WEA should never have compromised, should never have helped enact, and should not now be supporting full implementation "as intended" of an evaluation system based on phenomenally inexact, devaluing, and meaningless numbers. Teaching is more than a number.