By Hillel Aron
By Joseph Tsidulko
By Patrick Range McDonald
By David Futch
By Hillel Aron
By Dennis Romero
By Jill Stewart
By Dennis Romero
In a year that has included a close read of Fast Food Nation (frightening) and a screening of Bowling for Columbine (saddening), nothing has left me more infuriated, more devastated, than Ben Ehrenreich’s incisive piece on Locke High School [“Locke Down,” February 7–13]. As the child of two veteran public school educators, I have seen firsthand the long-term effects a public school system’s deterioration can have on the enthusiasm, optimism and spirit of those who accept the challenge of providing our youth with a meaningful educational experience. I have seen the exhaustion, I have heard the exasperation — and yet, nearly 30 years into their chosen profession, my parents still go to work every day and give their students all they can muster. I am in awe of their seemingly inextinguishable determination to bring hope and inspiration to the hundreds of students they have taught over the years. When they retire in two years, they can do so with their heads held high.
In contrast, I read “Locke Down” and wonder how these hacks who dare call themselves educators sleep at night. To take my tax money and piss it down the drain is nothing short of criminal. I wish Ms. Webb, Locke’s former principal who is currently on medical leave, a speedy recovery — and sincerely hope that, upon regaining her health, she promptly leaves the education field permanently. While she didn’t act alone, the buck stops with her — and if she doesn’t like it, she should get out and stay out.
What a waste. What a disgrace.
—Kevin Wyatt Los Angeles
What took place at Locke High School unfortunately is distinguished from what happens at other high schools only by the success of the Locke Student Union in publicizing such appalling conditions. Until we acknowledge that disproportionate numbers of inner-city students go to class with huge deficits in socialization, motivation and intellectual development — and address the reasons for this — we can expect to read more such reports in the years ahead.
—Walt Gardner Los Angeles
At Locke High School, we see another example of teachers who came of age in the ’60s manipulating their students. These students are also being used by United Teachers of Los Angeles to push their failed agenda, and the teachers that encouraged this walkout should be removed. These students are also an example of youth out of control. I fear if this type of activity is to continue, we will see another 1992-style riot.
Your cover story on Locke High School’s “soul-shriveling assaults of apathy, petty vindictiveness, and demagogic paranoia generated when a stagnant bureaucracy goes rank” commanded my attention. Ben Ehrenreich brings some needed attention to the continuing crisis in public education. He also seems to reach very grand conclusions from quite limited data. Does the author really believe that the teaching staff, support staff and administration are to blame for Locke’s violent atmosphere, gang problems and a murder outside the school grounds? Doesn’t it seem reasonable to note the background atmosphere of violent streets, violent students, racism, pervasive poverty, rampant broken homes and a tolerance for chaos? The media glorification of thuggish behavior might also be a factor.
As a former teacher at Locke in 1994, I encountered some problems getting books and some resignation among staff members. The LAUSD bureaucracy was — and remains — a tragic nightmare and cesspool of inefficiency. Yet it’s unfair, malicious and somewhat deluded to blame Ms. Annie Webb for the cult of ignorance, gang affiliations, and almost daily fights between students in hallways. Student misbehavior, including race riots during assembly meetings to honor Dr. King and Cinco de Mayo, is far more responsible for the fact that “Just 3 percent of Locke students were classified as ‘proficient’ in English.” The state correctly took note of “a chaotic, fragmented and dysfunctional environment in which students cannot focus on learning and teachers on teaching.” Didn’t student misbehavior have something to do with the situation? Didn’t student misbehavior also have something to do with the administration’s decision to search students for weapons, patrol hallways and expel students?
Are mistakes possible? Do teachers and administrators sometimes overreact? Of course. Mistakes are, in fact, almost inevitable when “macho” students refuse to answer simple questions, seek conflict and protect other gang members — on a daily basis. It’s hard to be patient and loving when students are cursing and spitting, literally, in your face. Let’s look at ä what Mr. Ehrenreich didn’t tell us while trying to promote the hip concept that “The kids are all right — but the adults are the problem.” How many guns, knives and other weapons have been confiscated on school grounds? How many times have the police had to come to campus? How many students have been arrested? How many rapes have been reported? How many classes have been disrupted by students? How many illiterate students hide their inability to read beneath a hostile attitude toward teachers? It’s wonderful to read about the rare successes of a few dedicated students who graduated from Locke and go on to college. Their commitment and activism are inspirational. But the Locke Student Union members are, as even Mr. Ehrenreich knows, the exception. Zuno’s admission that “The students weren’t focused 100 percent on school” is an understatement beyond parody.