One of the funny things about the racism of the system, when I started 30 years ago, I'm in an area called Koreatown and most of the kids were Asian. And when the kids did well, people said, "Well, of course, they did well. They're Asians." But when we had this huge influx of Latino children from Central America, they said, "Oh, you're gonna have problems now."

Good teachers are an endangered species because they're giving up because of the tests and everything.

When I have children that go home and mom and dad are not home because they're working, they're trying to get food on the table, and they come home to an empty house and they go to sleep in an empty house, there is no way that child can compete against a child from the west side of Los Angeles who both parents went to Stanford. Well, good for them, God love them. That's not an equal playing field.

There's a difference between logic and what maybe people see when they're presented evidence and justice and that they're not always together.

Kids still like to laugh, kids still like the joy of learning. When you have a cool science experiment, I don't care where you're from. When you have that aha moment, whether you're in China or Kenya, that kid's eyes are gonna open up. So I really try to focus more on what we have in common than what differs us.

When the kids see the poverty in their neighborhood, but they see these successful kids who come from the countries they come from, come from Mexico, come from Korea, come from the Philippines, come from Salvador, and were doing really well, it motivates them to do better. The former students give them a vision of what's possible.

I am asking teachers to understand that we must make the education relevant for the children. If they're only working for the tests or they're only working to please us, they're not going to be interested in school.