Standardized Test Comparisons

I am confused about standardized testing. How can that term even exist when no two schools within one school district are “standard,” let alone schools between school districts? It does seem obvious to me that until and unless all schools and all schoolchildren have the same resources, no test can be considered to be “standard.” And the most elementary thing of all, no child is “standard.”

Of course our children need to be able to read, do math and write sentences that reflect the content of their thoughts. Music, art, exposure to drama and dance will enhance imagination and creativity as well. Each child in every school deserves the best that can be provided regardless of socioeconomic conditions or geographic location. Why is that so hard to achieve?

CAROL MARSHALL

Orange

*

I am a teacher at one of the “worst” schools. We had a ranking of 2 on the statewide Academic Performance Index (our numerical score one point away from a 3) and a 7 among schools with similar characteristics. We are a school where 95% of our students are on a free lunch program. I have never seen a more committed group of teachers. Every day these teachers come to school doing whatever is necessary to help students succeed.

We give our phone numbers to students so they can call us for help, give up our free time before school, during nutrition, lunch and after school to help students, and every single day we work in whatever way it takes to help make our students successful. And somebody has the audacity to call us the worst.

My daughter attends one of those “good” schools--a school with a ranking of 9/4. Yet, numerous families of that school pay for extra classes outside of school to help students get the curriculum not being covered in the school. These parents, who also enjoy superior economic circumstances and English language advantages, know how to beat the system.

The question to be asked is: Are the scores a result of the classroom instruction or the result of what these parents provide for their children outside of the school day? We need to get into the classroom and take a closer look.

LOIS BRAMWELL

Los Angeles

*

Re “L.A. Schools Brace for Task of Holding Back Thousands,” Jan. 31: The present standard is a D in eighth-grade English. This affects only two grades, the second and eighth. This says that the teachers in grades three, four, five, six and seven get a free pass. Only the eighth-grade teacher will bear the onus of a failed system. Social promotion is still the rule for classes three, four, five, six and seven. This may be progress for the administration of the LAUSD but it is hypocrisy in my eyes. Our children and perhaps my future employees are still being shortchanged.

MICHAEL HOUSTON

Burbank

*

Re “Give Success a Big Payoff,” Commentary, Jan. 30: While admirable in intent, Howard Miller’s proposal to attract the best teachers to the LAUSD’s elementary schools at the bottom of the barrel on the Academic Performance Index will find few takers. That’s because teachers are more interested in overall working conditions than in monetary incentives in doing their job.

Unless Miller can devise a way to address teacher concerns in this area, his plan will come up short.

WALT GARDNER

Los Angeles

*

Re “Hold Parents Liable for Learning,” Voices, Jan. 29: David Kahn says more in his short essay than anything The Times has ever published on educational reform. The politicians are, however, afraid to hold parents responsible for their children’s learning. Why? Because parents are also voters. So it becomes more convenient to attack and blame teachers.

Now that the Academic Performance Index has identified parents’ disaffection from their children’s learning as one of the major causes of our educational crisis, the politicians have an obligation to make this a cornerstone issue in educational reform.

DENNIS M. CLAUSEN

Escondido

*

Kahn’s proposal for parent orientation is a good one. People who bring a child into the world must recognize their personal responsibility for the child’s future. Bearing children and then dumping them on society to raise is wrong.

JIM THROGMORTON

Seal Beach

*

Re “Compton Parents Sue Over Grading System,” Jan. 28: As a college professor, I can say unequivocally that the ability to write well--not high school grades or college entrance scores--is the most important factor in determining whether a student will succeed or fail in a university. Compton High School has wisely implemented a system of writing across the curriculum, because many of its graduates do not write well enough to succeed in college.

Yet parents of these students are suing the school to eliminate the program. Why? They apparently would prefer that their sons and daughters have higher, albeit fraudulent, grade-point averages than learn to write well. If the parents win this lawsuit, they will only undermine their own children’s futures and doom them to failure.

RON HILL

San Diego