Reporter James Vaznis and The Globe do parents and the public a service by pointing out the tremendous inequities among public schools within the Boston system. I was pleased to have the opportunity to speak with Vaznis, who quotes me at the end of the story. The gist of what I communicated to Vaznis, however, was quite different from the tenor of resignation that comes across in his article. I am concerned that the story may do us all a disservice by reinforcing the anxiety many parents in our situation experience without offering ideas about how we can contribute to reducing the inequities he documents. As my family searches for a school for our three-year-old, we're delighted to find that some of our top choices are within walking distance of our home. At the West Zone schools event where the Globe reporter approached me, I met inspirational principals, teachers, and involved parents. As I told The Globe, I left the event feeling optimistic. I believe we'll find a school community that shares our commitment to investing our energies - and the future of our children - in achieving quality public education. Swimming pools and gymnasia would be nice amenities, but as this article makes plain, they are not indicators of school quality. My point to Vaznis was that we are wiling to do without the kinds of facilities typically found in wealthier suburban school districts, for a school with a culture that prioritizes learning. As parents of school children, we are committed to finding and contributing to that culture of learning wherever we can find it within the public school system. Unlike most Boston families, ours probably could manage to relocate to a city or town with higher graduation rates and other indices of educational achievement. But our community is here and we refuse to divest from "urban" (read: relatively low-income, and racially and culturally diverse) public schools the way that many of the most fortunate in our society appear to have done. It is often said that all members of society have a shared interest in quality public schools. But as a society we certainly don't behave as though we believe in this "shared fate." Imagine if Boston's well-heeled families all sent their kids to public schools (and not just exam high schools). I expect we would see a surge in investment in public education, along with immense pressure on policy makers to create the finest public schools possible. Perhaps we should all be required to send our children to public schools. What could be more democratic? We are under no illusion that our involvement as parents will of itself result in a fundamental transformation of the school system. That will require a transformation of society's priorities and a serious challenge to the racial and economic inequalities that are so clearly reflected in public school systems across the county. But we also believe firmly that collective action by parents, students, and their communities can achieve a

Our daughter, who is now a 6th grader, started at the Hurley (North Zone, South End) as a kindergartener when it was still considered an underperforming school. She started in 2005, the same year that Principal Marjorie Soto came onboard. The transformation of the school in 6 years has been heartening, and with the involvement of parents and the community, the school facilities have been improved: a parking lot has been converted to a field, there is now a school library, and what had been a warren of rooms was converted back to a gym. Cafeteria tables that fold up against the gym walls were added last year. I would say, though, that those tangible improvements are secondary to the intangible improvement: the commitment of the school administration, the dedication of the teachers, and the outreach to families and the Hurley community to make learning the number one priority of the school. The test results have risen dramatically. Is there still room for improvement? Of course, but there is a pervasive sense of optimism that it can and will happen. School improvement requires commitment from the school administration and staff, the students, and their parents. Developing those core values that stress learning and striving for excellence instead of 'good enough' is more important than anything else. I would love to read more about the Perkins and how they are getting such great results despite the paucity of amenities at their facility. Maybe the Holland can learn something from them. I would encourage those city parents who despair at getting their children into one of the oversubscribed schools, to become agents of change and transform your current schools. Have faith in your children, have faith in yourselves, and partner with your school's teachers and principal to make things better.

The opening lines of this article both confused and concerned me. Vaznis states: The Perkins Elementary School in South Boston is barely visible behind rows of nondescript brick buildings inside the Old Colony public housing development.... About three miles away in a crime-ridden Dorchester neighborhood, the Holland Elementary School stands like a beacon. This reads, to me, as if Dorchester doesn't deserve a school that "stands like a beacon" because of it's status as a "crime-ridden" neighborhood. Statements and perceptions like this, in my opinion, contribute to many if the reasons why schools in our "urban" (as in Mr. Ramos' definition)neighborhoods don't succeed. There has been so little investment in these places as it is. These are the same schools that sat dilapidated and crumbling before parents very eyes; parents who probably didn't feel as empowered as many of us now know that we are to do anything about it. Mr. Ramos is spot on in his comments and sentiments to this story. Instead of bemoaning what we don't have, we as parents, need to work with administrators and staff and the BPS School Committee to bring positive change to the atmosphere of the school and create an environment of learning. My daughter's school, the Mission Hill School- which is a small school on the list of schools to be expanded- is a perfect of example of the change that can come about from community investment, parental involvement, and partnerships with administration and staff. A top-notch facility might not always yield results in the academic arena but it is a start and for neighborhoods in which the community investment and parental involvement might not be as strong as we would hope, for whatever reasons, for a child walking into that shiny, new place it renews an excitment for being there.