Schools Exempt Some Students From Test

Re the article “Schools Defy State, Allow Exemptions on New Test,” March 22:

The fact that California school districts are urging students with limited English skills not to take the new statewide test is a wake-up call that the districts are failing to successfully integrate non-English-speaking students into their education systems.

A student’s inability to speak English will not only exclude him or her from taking the statewide test, but will also exclude the student from high paying jobs in the future. By not letting these students participate in the testing, the school districts are hurting the students who need help the most.

MARGARET CHANG

Laguna Niguel

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Re “A Test of Resolve,” editorial, March 24:

The Times should defend local school board members who stand up for the rights of children. I believe that parents should be informed of their rights as they pertain to their children’s education, and contrary to your implications, I am not opposed to assessing a child’s ability to speak and read in English.

If most editors of The Times were to be confronted with the following math test question, given to sixth-graders in Spanish, the result would be a foregone conclusion: En la ciudad de Detroit, tres pequenas escuelas se van a juntar para formar una grande. Si a cada una van respectivamente, 82, 311 y 188 alumnos, alrededor de cuantos alumnos tendra la escuela grande?

For any English reader who does not comprehend Spanish, the only understandable word is Detroit. Does this mean that the individual is unable to read and comprehend or solve math problems? No. It only means that the exam was unable to determine the test taker’s true ability to read and comprehend or perform basic math problems.

Finally, I want to make it clear that, while I disagree with this testing law, I have made a conscious effort to avoid any apparent conflict or action that would circumvent it.

VICTORIA CASTRO, Member

LAUSD Board of Education

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April and May are the traditional months for giving standardized tests in the classroom. Before we give the Stanford 9, we need to consider how to analyze the resulting data so we are comparing apples to apples.

Handicap the Stanford 9 for the children who attend LAUSD year-round schools and will be taking the exam their third day back from a two-month vacation. Handicap the Stanford 9 for the many children who go to school 163 days instead of the standard 180 days. These 163 days are longer to make up for the difference, but though the exchange is equal in real time, it isn’t in quality learning time. If the scores from the Stanford 9 are going to be used to compare children, level the playing field.

JANET DAVIS

Hermosa Beach