Don’t Blame the Mirror for Flaws : Schools: What goes on in the classroom is a reflection of society. We need solutions without blame.

Excellence in public education is undermined by the constant barrage of stories about the failure of our schools. This drives families away, demoralizes teachers and discourages young people from entering the teaching profession. To reverse this process, we need to separate the problems of society from the needs of our schools. We must identify and praise excellence throughout the district, and we must provide resources to solve the problems that are obvious to all.

It would be wonderful if every child could come to school healthy in mind and body, eager to learn, motivated to work hard and behave appropriately, and would be encouraged in and rewarded for success by a caring and loving family. It would be ideal if every child could attend a nearby neighborhood school that was naturally integrated, with students and teachers in top form every day. And who would not rejoice if each child were fluent in English or else provided with classes taught in his or her native language?

The reality of Los Angeles, with its vast social, economic and logistic problems, isn’t so perfect. The cultural diversity that enriches Southern California also creates roadblocks in public schools, where teachers too often cannot speak the language of their students. But the public education system must not be blamed for society’s ills; rather, the schools reflect these ills.

Frequently, reference is made to “public education” as if it were one giant amalgam of discipline problems and illiteracy. That generalizing is dishonest and sends messages of discouragement and despair to the very people with the talent and energy that our schools must have--families who value education and whose children are eager to succeed in school, effective teachers and bright college students making career choices.

Good teachers do not get nearly the recognition or remuneration they deserve. The Los Angeles Unified School District is blessed with thousands of talented, energetic teachers who also sponsor extracurricular activities including environmental clubs, academic decathlon teams, Junior Statesmen of America, Students Against Drunk Drivers, athletic teams and musical productions. Hundreds of fine administrators keep schools running smoothly by keeping the community informed, supporting teachers, disciplining students and running a full schedule of classes and special activities.

I can vouch for my own 200 students, most of whom come to class each day prepared to concentrate on the lesson, to put forth effort and to cooperate in the process of learning. These students come from all over the city and many have long bus rides each way. Supporting them are parents who motivate, encourage and prepare their children. Last year I took my Algebra I classes through the same material and with the same success as I had done for several previous years in a private school that charges $8,700 per year in tuition.

My students are not unique, nor are their parents, or the fine teachers and administrators with whom I work. But if families are not able to play a nurturing role, if their children do not respect learning and schools, if they become disruptive or turn to drugs and gangs instead of school work, that is not the fault of the schools.

Clearly there are serious problems in public education caused by the real, human problems of modern society and by the lack of resources needed to support our schools. Teachers accept the challenge of leading large groups of students with widely diverse interests and ability levels through the rigors of an intellectually challenging course. But what other key institutions must go days at a time without a single functioning photocopy machine or perform in hot, humid weather without air conditioning? Where else must crucial materials be selected and ordered two or three years in advance--or not be available at all, for lack of funds?

Every successful enterprise requires both human and material resources. We do a great disservice when we criticize the former--both teachers and students--because of failures in the latter. Business leaders and the media must be more precise in discussing public education. They must recognize and praise its great strengths and cooperate with educators to overcome the system’s weaknesses. A strong and reliable support system would allow educators to effectively do that which they are dedicated to doing.