School Tracking Needs Reform

There is no consensus over Santa Paula Union High School District’s decision to remove standard courses, as seen in William Brand’s and Tim Yuen’s dueling articles in The Times (July 6).

Although I don’t feel the optimism expressed by Supt. Brand, I must agree with his desire to redesign the ugly and outdated system of indulgences known as “tracking.”

There is a presumption of creativity and intellectual prowess in favor of the honors or college-prep student that is not available to a standard student. As much as we idealize the goals of public education, most transactions are highly politicized--from who gets to teach honors to who gets to be taught in an honors class.

High schools in the Long Beach Unified School District, where I taught for five years, eliminated non-college-preparatory courses years ago. This was not done, as Yuen suggested, to allow the “standard track” kids to achieve undeserved parity with the studious. The rationale for the change was to allow those who could to succeed. The student who could not (or would not) make the effort to pass a college-prep course would not make the effort to pass a standard course either.

In my experience, many students are put into standard classes for reasons that have nothing to do with their intelligence, skills or motivation. Some missed a week of school; some are missing assignments; others just do not get along with the teacher.

Conversely, a number of students are in honors classes not because they are bright and motivated but because their parents intimidate administrators and teachers alike. These parents fight teachers over every assignment grade and threaten to sue over every slight (real or perceived).

While I certainly disagree with any efforts to dilute curricula, we must formulate equitable and ethical criteria for student placement.

CANDIS GILLETT

Camarillo