COMMUNITY COMMENTARY:

Mr. Rod Kunishige was no doubt sincere in the thoughts and ideas he offered on improving education in California (“Change education,” Feb. 12). But, unfortunately, several of the points he made and the conclusions drawn, perpetuated some current misconceptions regarding public education in California.

For example, Kunishige states, “A high school diploma only reflects an achievement at the ninth-grade level, not the 12th.” Not so! The high school exit exam, which all students must now pass, was established as the minimum requirement to attain a diploma. Beyond the exam, students must meet district credit requirements to graduate and, of course, take courses acceptable to colleges and universities to go on to higher education.

“We spend more than $11,800 per year for each K-12 child (one of the highest of all 50 states).” Again not so! The average expenditure in the state is approximately $9,061 while the average expenditure nationwide is $9,138. New York, Vermont and the District of Columbia all spend more than $12,000 per student.

Kunishige writes that English as a second language (ESL) is a farce and bonus pay goes to ESL teachers. The quality of any program varies from district to district. Districts must now report to the state the number of limited English proficient students exited from the program each year and figures in the evaluation of their academic programs. Additional funds received are generally spent on specialized materials and additional staff such as classroom aides.

I have worked in four different school districts and in none of those did teachers in those programs receive a bonus.

Kunishige states, “Demand that performance at grade level is the only way to move to the next grade.” The state education code already requires this. As part of the California school reform effort, all school districts must establish criteria for grade level promotion.

School promotion/retention committees are to be established to meet with parents and students not meeting standards and to develop assistance plans to help them. If the committee determines that a student should not be promoted, then they are not, even if parents want/demand that their child be advanced.

“Do not force the ‘mainstreaming’ of special-needs children without the expressed written approval of the parents,” Kunishige states. Special education is one of the most regulated programs in education today. In most instances, federal and state regulations determine the placement of special needs youngsters, not individual districts.

“Establish college prep as the goal for more than 90% of the students and place non-college bound students into trade school prep and/or skills classes,” Kunishige states. This has already been done. Again, the California school reform initiative has focused on college preparation as the goal for all students. Consequently, many elective courses have been eliminated or severely reduced in number.

Few trade schools or classes exist. Many counselors and administrators have become reluctant to even recommend such courses lest they be accused of discrimination since minority youngsters have traditionally been funneled into these programs. The current philosophy is that high standards will raise the performance of all.

Clearly, everyone has an opinion on our public school system. But as long as we continue to be concerned about education, we hold out the hope that someday we can have the system we believe is best for all children.

FRANK INFUSINO is a Huntington Beach resident and former superintendent of the Chino Valley Unified School District.