Other ways to improve Westside schools

I am writing in response to Thursday’s editorial concerning low API

scores and Westside schools (“Improvement needs to start at the

schools”). In the editorial, the paper challenged people who call

themselves improvers to step up and place some energy into improving

academics, instead of simply playing the blaming game when addressing

social ills.

It is common thought that there are no absolute causes as to why

some students succeed while others lag behind; however, there are

some commonalities among students who achieve that are often not

found in students who do not. While the paper gave some possible

reasons for the discrepancy among Newport-Mesa API scores, it is my

belief that it left out some crucial factors.

One factor I see among many successful students (successful being

defined as reaching or surpassing ability) is the active involvement

of parents. Parents who involve themselves in their children’s

education most often enjoy positive results. This includes reviewing

homework, establishing a consistent study routine, setting a good

example, maintaining contact with teachers and carrying through with

discipline at home. Leaving education solely up to the school, being

inconsistent with homework expectations, booming radios or allowing

too much television time all interfere with learning.

Another factor that is common with successful students is the

relationship with the native language (in our case, English). I work

at a school similar to that of Whittier Elementary. Students who are

English Language Learners, even those born in the United States,

often come to school for the first time with little or no English

exposure. In fact, even after enrolling in school, a large amount of

English language exposure outside the classroom often comes from

television or popular music. I strongly advocate knowing two

languages; however, parents must understand that learning English

will be key to the early success of their children. By acquiring

English themselves, immigrant parents will be setting themselves up

as good role models for their children and will be more equipped to

help them with school work.

After-school reading programs are important, especially if we will

continue to pay our service-sector workers poverty wages, thus often

requiring both parents to work outside the home; however, these

programs are often the vain attempt to gain some ground lost to

deteriorations in our society. While I would love to see the day when

every mother had a real choice to stay home and care for her

children, I know that day is long past, perhaps never to return

entirely. The best these parents can hope for would be to tirelessly

push education on their children and sacrifice for them so that they

will experience opportunities only dreamed about now. They must

realize that government in of itself cannot replace their leadership

and guidance. After-school programs provide learning opportunities;

parents need to provide leadership in fostering responsibility and

the drive to learn.

Schools are responsible to professionally teach state standards,

modify curriculum to fit various needs, and to provide a safe place

to learn. As parents (my wife and I included), we made the choice to

have children and are the ultimate guardians of their education. It

is we who have the biggest impact on those all-powerful API scores.

JOEL FARIS

Costa Mesa

* EDITOR’S NOTE: Joel Faris last month was appointed a Costa Mesa

Planning Commissioner.