2(Mensaje se repite en Español) (For a national view of public education reform see the end of this blog post) While the ongoing corruption, incompetence, and programmed failure of the Los Angeles Unified School District (LAUSD) as an educational institution is bad enough, when one measures the continuing abysmal results that this purposefully failed system has had with those unlucky enough to have no alternative for their education, what is far worse are the archaic values it promotes that continue to be touted and unquestioningly accepted by the majority of our society, who themselves are a product of this public education system where critical thinking is not abided.(Mensaje se repite en Español) (For a national view of public education reform see the end of this blog post) Yesterday, I was drawn to the 8th floor of the United Teachers Los Angeles (UTLA) building on Wilshire Boulevard, because I was intrigued by the email I had received about the meeting, which said it was going to be about trying to define alternative and truly effective ways to deal with Los Angeles Unified School District (LAUSD) corruption and dysfunction that has continued undaunted to assure that predominantly Latino (73.4%) and Black students (10.2%) of LAUSD student population do not get the public education they are entitled to and which would allow them to be productive member of society. When I arrived, I saw David Rapkin and several other people from the self-proclaimed "activist" teacher faction of UTLA called PEAC. I had had a run in with them 14 months ago as Rapkin immediately pointed out at one of their meetings, when I pointed out that we were now 40 years after the student walkouts in E.L.A. and that Latino education at LAUSD was now worse than it was then, to which I was told, "It takes time to build a union movement." As I left that meeting, I pointed out that 40 years of "radical organizing without results seemed a bit much, given the desperate conditions that LAUSD Latino students continue to face that are now even worse than they were back then." I went on to say that my students didn't have the luxury like they did to sit around in what strongly resembled a faculty staff development- which also never seem to go anywhere- talking about revolution in public education, but never actually doing something that might bring it about.