Adding up what it takes to receive a diploma

Re “The bar is low enough,” editorial, Sept. 18

The Times has mischaracterized the high school exit exam bill. School districts would have an option to utilize additional methods to assess competency in English and math only with permission of the superintendent of public instruction. A student who does not pass the exam or the alternative assessment would not receive a diploma. In 2004, the governor settled the Williams lawsuit [in which the American Civil Liberties Union alleged that the state denied minority children an adequate education] by acknowledging inequities in inner-city schools. The exit exam bill sunsets after five years on the assumption the remedies set forth in this lawsuit will have had a chance to be implemented. Scores released last month for L.A. schools with nearly all African American and Latino students were abysmal, and signal an impending disaster at many schools. Hopefully, a drastic improvement will take place by June 2006. However, if the failure rates hold, 60% to 70% of students at several inner-city high schools will be denied diplomas in 2006. A multiple assessment approach, while still requiring the exit exam, simply gives districts another tool to make the diploma decision.

ASSEMBLYWOMAN KAREN BASS

D-Los Angeles

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The fact that most people don’t use algebra equations in their daily lives does not mean that algebra is any less important as a high school subject than English, history or science (letters, Sept. 20). One purpose of school is to teach facts, but another is to teach students how to think. Math courses, including algebra, are important tools in teaching critical and logical thinking.

RICHARD RAFFALOW

Valley Glen