Extended School? More of the Same

* Gov. Davis’ proposal to lengthen the school year for middle school students is yet another example of politicians proposing policy for the schools without sufficient knowledge or as a ploy to appear to be solving problems. As a teacher for 39 years, many of them at the middle school level, I cannot believe that this is even being considered as the solution to the problems of middle schools.

What ever makes them think that more time in overcrowded classes will improve student achievement? For years, those in authority--administrators and politicians--denied that class size was an important factor. Even though that myth has been dispelled, the governor is now attempting to find other ways around it. Make no mistake about it: After qualified teachers and supportive parents, lower class size is probably the most important factor in determining the effectiveness of an educational program. If Davis is really sincere about improving student achievement, he will start in the fourth grade and continue class size reduction through the middle school grades. This would be expensive and take time to implement, but it would be real reform, not just politics as usual.

DIXIE JORDAN

Laguna Beach

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* Re “Middle School Could Grow by Six Weeks” (Jan. 7):

In the last few decades, California’s state education hierarchy has pulverized general education in the lower grades, resulting in poorly educated children. Now Gov. Davis proposes lengthening the school year for junior high students as a cure for poor test scores. That is like shutting the barn door after the horse is out.

Here’s how it really is. Children who are doing poorly on tests come to junior high sadly lacking in basic skills. They read words, with little understanding of the sentences.

They are expected to learn algebra when they have no mastery of even basic arithmetic. Our state has de-emphasized rote learning, and thus simple math problems become cumbersome, distasteful tasks as children struggle to learn new concepts while lacking the basic tools. The days are gone when children are expected to know math facts as well as they know their own names. And they are expected to write essays without basic spelling and other usage skills or stand at lab stations in science classes without the ability to read or focus on the main points of a lab experiment.

Reinstitute rote and repetition--they are not four-letter words. Concentrate on fundamentals so that higher-level tasks are natural next steps. And by all means, extend the school year, but much earlier than junior high, and limit it to those who are not performing at grade level.

ARLENE MANEMANN

English teacher

Tustin

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* Here we go again! Gov. Davis’ latest addle-brained education solution, a six-week extension to middle school. Spending $1.45 billion to do more of the same is not the solution. The content of school days is more important than their number.

We need to scuttle all the nonacademic junk that clutters up a student’s day, sends the wrong messages and clouds priorities. Education is the pursuit of truth and knowledge through academic studies. It is not learning about yesterday’s menial job skills through School-to-Work. It is not about social engineering, such as ineffective programs on substance abuse.

For instance, my kids went to one of Orange County’s better middle schools, Masuda in Fountain Valley School District. Yet this school offered classes in hobbies, such as woodworking and sewing. I’ve told the district for years that this stuff, while fun and interesting, should go.

As Einstein once said, doing the same thing over and over again and expecting different results is insanity. Davis’ latest proposal is insanity because now we will do the same things in middle school for 210 days instead of 180. A longer school year will merely allow for the expansion of junk, non-academic programs. Conversely, it will cost nothing to eliminate non-academic programs and retain the 180-day school year.

BRUCE CRAWFORD

Fountain Valley