Cheating Our Children


As a teacher, the question I am
most often asked is: “Why doesn`t my child

learn anything
in school?”

“Your child doesn`t learn,”
I tell parents, “because education is no longer the

primary objective of
California public schools.
Academic excellence is subordinate to

English language development,
multiculturalism,
ethnic awareness and the

celebration of diversity.”

Not many people like that brutally
frank answer. But it`s drawn from observations made from
nearly twenty years of experience at the

Lodi Unified School District.

The latest “crisis” in
California education—we have them weekly—is the sorry

high school graduation rate.

According to a new study

released
by the Civil Rights Project at

Harvard University
the California graduation rate is
71 percent for all students; not the 87 percent figure
originally released. [Confronting
the Graduation Rate Crisis in California
]

Graduation percentages are
significantly lower for Hispanics (60 percent) and for
Blacks (57 percent) than for any other

demographic
.

Given that the study was
co-sponsored by the

American Civil Liberties Union
and the

Mexican American Legal Defense and Education Fund,

readers will not be surprised to learn that the report`s
conclusion includes forming “…New coalitions to
advocate for improvements at the district and state
level, and implementing proven interventions designed to
reduce California`s dropout rates.”

Translation: more bureaucratic
interference and mumbo-jumbo that will further reduce
the likelihood that

your kid will learn anything
.

But the Civil Rights Project misses
the Big—excuse me, make that the
HUGE
—Picture.

Here it is:

  • Despite the billions of dollars
    spent, the millions of man-hours expended and the
    tireless, heroic efforts of dedicated teachers
    statewide to get Hispanic students on track to
    graduate, it`s

    not happening.

Instead:


  • Black Americans
    and

    Caucasians
    who need extra academic help might not
    get it because their teachers are, by law, focused on
    non-English speakers.

To fully understand the futility
and frustration of trying to get non-English speakers up
to grade level while simultaneously tending to the
multiple needs of other students, I spoke to three
veteran primary school teachers in the San Joaquin
Valley.

They all agreed that if you don`t
capture the students early—first grade is best—then the
task of educating them grows progressively harder with
every passing year.

If students don`t have a good
foundation by the third grade, they are essentially
beyond reach.

Thus, the non-English speaker who
starts school in the third grade or later is all but
hopeless.

Nevertheless, no stone is left
unturned in the effort to help the ELs—as we in the
trade call English Learners—even at the

expense
of other students.

One teacher I spoke to said that
because of her state and

federally mandated responsibilities to ELs,
her
teaching job today has no similarity to what it was when
she started in the early 1980s.

“I have
to spend 30 minutes daily for EL lesson plans. That may
not sound like much but it`s more than 10 hours a month
taken away from time I could be helping other students.

“Then
there`s my bulletin board that has to be devoted to
multicultural themes and diversity awareness…more wasted
time. But God forbid that some administrator comes in
unannounced and my bulletin board isn`t up to snuff. I`d
be called on the carpet, that`s for sure.


“Naturally, we have regular nerve-racking reviews by
government agencies to ensure that EL lessons are being
properly taught, that my classroom reflects
multicultural sensitivity and that the reams of
paperwork I am forced to maintain are in order.

“An
on-going evaluation of EL students` development means
more record keeping. The students are regularly `pulled
out` of class for testing to evaluate his progress.
Since few of them speak English at home, progress is
often slow. This means I have to back track and start
all over again.

“About
ten years ago when we learned that we had to become
certified in cross-cultural instruction or risk losing
our jobs, we had to take English Language Development
classes and two years of a second language…on our own
time, of course.

“And I
often ask myself what for? Many parents have minimal
involvement. The families frequently move from one
district to another and never set down roots. The other
kids—Americans and legal immigrants— need help too
but there just isn`t the time. If I slight them, no one
would really notice. But if I ignore the ELs, my job
will be at stake. “

After more than twenty years of
studying illegal immigration, I`m still aghast at the
federal government`s

commitment
to keeping the borders open even though
it means destroying the school system.

Here, according to the Harvard
Civil Rights Project, is what happened in local school
districts nationwide during the ten-year period from
1991 to 2001:

“First, LEP (Limited
English Proficiency
) students comprise one of the
fastest growing subgroups in the country. The LEP
student enrollment in U.S. schools increased by 95% from
1991 to 2001 while the total school enrollment grew by
only 12%.”

“Five geographically
diverse states experienced 40-80% increases in their LEP
populations between 1991 and 2001.”

“Moreover, some states such
as

Georgia
experienced LEP population increases of more
than 650% during the same time period.”

Bottom line: your tax dollars have
been spent to build more schools for more illegal aliens
or the children of illegal aliens.

And those students kept your kid
from getting the education he deserves.

As one parent told me: “I don`t
like my kid getting

cheated
.”

What would advance our immigration
reform cause would be if school district superintendents
spoke out—as in: “Close the borders. We`re
cheating the children.”

Superintendents have a powerful
voice. Go to your local school board meeting and ask
yours why he stands by and allows illegal immigration to
deprive American children of a decent education.

Ask
the

American Association of School Administrators.

It`s their pedagogic—and
patriotic—duty.

Joe Guzzardi [email
him], an instructor in English at the Lodi
Adult School, has been writing a weekly newspaper column
since 1988. This column is exclusive to VDARE.COM.