Remedial Classes at Cal State

The remedial education issue at the Cal State system is without doubt related to the issue of immigration: Immigrants and their children, who are attending the Cal State system in greater numbers, need more time to learn basic English and math skills than do native students, generally speaking. But to cloak the debate in purely educational terms, as your editorial on March 27 does, effectively bashes immigrants in yet another way for their inadequacy.

I taught remedial English at Cal State L.A. for two years and saw hard-working students who often held one or two part-time jobs to help their families while maintaining a full course load. “Cal State’s Remedial Classes Help Chances, Students Say” (March 27) provides a refreshing and needed portrait of the ambitions of remedial students--indeed the ambitions of Southern California’s immigrant population. One student said, “They are accepting freshmen and then giving them a chance.” That is the question: Do we as a society want to give immigrants a chance?

DENNIS A. VILLACORTE

Pomona

* Hurrah for LAUSD board member David Tokofsky, who places the blame for unprepared students on the failure of the district to “set and enforce clear academic standards.” The fundamental problem is lack of commitment to measurable competency in basic skills.

We need real standards, real testing and real graduation requirements. Until there is a meaningful educational challenge and a chance that the student might fail it, for many graduates a high school diploma will just be a ticket to a remedial education program.

WILLIAM R. SNAER

Pasadena

* When so many parents work from 9 to 5, when so many children are latchkey kids, when so many young people get into trouble because of lack of adult supervision, why aren’t schools used to engage these children in activities that will improve their minds until Mom and Dad can come and get them? Students in inner-city schools could receive some of the extracurricular activities that upper-middle-class parents rush their children to after school, but at their own school site. A longer day could allow time so that all students could learn another language. They could participate in art and music lessons, have scheduled time using a computer, or get the extra practice they need in basic skills. Perhaps older students, those in middle and high schools, could come and tutor the elementary students.

There are other changes (smaller class sizes, access to books and computer technology, etc.) that of course would help students have a better outcome when they graduate. We have finally learned how to get the most out of school facilities by running them year-round. But why we don’t have kids remain at school until they can be properly supervised by their parents/guardians escapes me.

KATHLEEN GARNER

La Canada