The review of the past three questions accentuates the perception that schools are another tool in the maneuvering of political factions and nationalistic ideologies. In an attempt to explore alternative explanations for school closings and for the assumption that schools are politicized or even more dramatically, that schools are enforcers of political agendas. In order to sidestep the political explanations and enter into the subject of quality of education, I asked survey and interview participants to evaluate Spanish language education.

Had the same question been presented entertain questions of quality of Basque language education there is greater likelihood of consensus, because it is prevailing opinion held by all sides that learning the Basque language is difficult for non-native speakers and creating an environment where children converse freely in the language requires great effort and commitment. The flip side of the issue of language education is the uncontested assumption that Spanish will be taught. Spanish language education is perhaps the subject matter of least concern because it is assumed that it can be learned outside of school because it is the dominant language of media, commerce and on the street.

Because it is not an subject that can only be provided through schooling, this question driving conversation away from politics and provides quick access to an individual’s assessment of what classroom and schools do to make Spanish acquisition better. The downside of this question is that not everybody might be concerned with correctness of Spanish usage but the upside is that it will reveal those that are thinking in terms of quality and scrutinizing schools for their academic rigor.
When asked if some schools taught better Spanish than others, 43% replied in the affirmative. Only 37% thought there was no real difference in quality of Spanish education received among different institution. When we look at the effect different social variables seemed to have over a positive or negative reply, we find that place of birth and

In 43% said yes, 37% said no.

cómo vez la enseñanza de castellano en Langaitz?
"mal, muy mal,
bueno pero qué cambios harías?
primero la programaría bien, y que hasta ahora pues ha sido una maría, porque y es por ejemplo lo que veo en las ikastolas, no, que el objetivo fundamental es aprender el euskera, pero es que luego al final hay muchos niños que el castellano, que indudablemente se necesita, se necesita, pues hay unas deficiencias, pero básicas, básicas, empezando por la ortografía, por la construcción de frases (excerpt from interview with Lourdes, teacher at LI)