Education’s Have-Nots Need Parental Help

Re “Education’s Division Problem,” Commentary, Nov. 13: What is the difference between a high-performing school and a low-performing school? I believe that both low- and high-performing schools have dedicated teachers and staff, sound educational programs and adequate facilities. In fact, low-performing schools have access to federal and state funds that can provide computers, supplementary materials and extra tutoring to their students.

I believe the difference between low- and high-performing schools is the community and environment that surrounds them. Participation by the community, and especially the parents, is the key to turning the students around.

Parents must read to their students. It is a fact that this one task will increase their sons’ and daughters’ desire to learn. They must demand that their children do their homework. They must give them places to study. And yes, they must knock on principals’ doors and demand that problems in their schools be fixed. Parental involvement seems like a simple thing, but where it is absent, a school simply will not succeed.

Christopher Kakimi

Hacienda Heights

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Abigail Thernstrom left out the most important variable for student improvement in public education; it’s not charter schools, not longer school days or weeks or years. The linchpin for student success is the parent. Parents have the greatest influence over the successes or failures of their children.

So until someone can figure how we as a society can make parents accountable for providing a safe, stimulating, encouraging learning environment at home, education can’t fully close the gap between the haves and the have-nots.

Tom Iannucci

Los Angeles