This chapter examines the connection between educational leadership, classroom assessment practices, and a "pedagogy of poverty" as a social justice issue that has been ignored for too long. Unlike classroom observations of instruction, principals and other educational leaders rarely observe, question, or investigate what goes into the grades that students receive and the tests that inform those grades. The chapter explores possible reasons that assessment problems continue to exist unnoticed, year after year, despite the insidious impact they have on all aspects of teaching and learning. The chapter explains the two types of assess