SOUNDING OFF:One district would be better than three

Looking at the Academic Performance Index (API) that measures the standing of our students throughout the state (https://api.cde.ca.gov) is most revealing. For Orange County Schools, see https://api.cde.ca.gov/APIBase 2006/2005Base_Co.aspx?c Select=30,Orange. The trend is quite clear. The more education our kids get, the less they score. It actually tracks the spending quite well — more money yields less education.

Let me offer the following. Our kindergarten through 12th-grade education is in the hands of three distinct Huntington Beach districts with duplication of administration and differing objectives. This results in good 836-average grades for elementary schools, two middle schools rated 808 and 828, while our high schools averaged 757. Keep in mind that each student is awarded 200 points for just taking the test. The trend seems to be downward for each year of education.

To give this meaning to you, you must know that I am a proud product of the public school system. My old school district was and is managed by a single administration, not three, thus it has a vested interest in the performance of its charges. It simply does not pass its responsibility to another entity. The score today for that district averages 903. Some 92% of my graduating class was college bound, reflecting its college prep program with its expectation of accomplishment-oriented students, not just “feel good” ones.

I love Huntington Beach and hope to help improve it on behalf of my grandchildren. I urge each adult here to ask that our three districts literally merge to set common goals to prepare our kids for college or trade, as is appropriate. Our junior colleges and universities should not be forced to offer bonehead classes to high school grads in preparation of taking real university courses. Cal State University reports that 47% of incoming freshman required remedial instruction in English and 44% for math. So roughly half failed.

Some schools offer English as a Second Language and native language instruction as solutions. Others disagree with a preference for emersion. I am of the latter camp as a result of moving my family in the 1970s to France. There my children were placed in French public schools with no English offerings. Both were completely fluent in French within six months. I am confident that my children are no more intelligent than those of other nations. English as Second Language programs may help, but continuous use of native language instruction discourages commitment of both the student and administration. More importantly, it is a disservice to our kids because it doesn’t give them the skills needed for successful living.

It is appalling that our teens can’t even pass the state high school exit exam set at the 10th-grade level. Blaming parents or teachers is not productive. Setting common objectives is. So, let’s make the change for success — no more excuses to our children.