Over the past 12 years, state government has written plenty of reports on how to improve Washington’s public schools – 18, to be exact.
Important reform has taken place, and more is under way, but we still have a long way to go. About 30 percent of high school students still drop out, an appalling fact. For those who do graduate and go to college, some 40 percent have to take remedial math because they didn’t take enough in high school.
State study No. 19, a $1.8 million initiative launched by Gov. Christine Gregoire called Washington Learns, appears to be a serious effort to address such shortcomings. It needs to result in serious, innovative reforms.
Three separate advisory committees began deliberations this week to examine priorities in each level of the public education system – early learning, K-12 and higher education. Gregoire is taking responsibility for the effort, chairing the steering committee. Expectations are high.
Unlike its predecessors, the governor’s study seeks to define a quality education by bringing a comprehensive approach to reform, targeting all aspects of academia, streamlining the process from early childhood development through college. Gregoire has brought aboard dozens of people for the various advisory panels.
Her task won’t be easy, but she insists she’s prepared to push hard where it’s needed.
The governor must draw together varied interests from all parts of the academic spectrum – the Washington Education Association, charter school advocates, the business community, parents, students and administrators. She needs to get everyone on the same page. That means everyone must be willing to accept remedies that might not be their first choice.
Institutional hurdles have tripped up previous reform efforts. Everyone must enter this process with an open mind. “No” cannot be a knee-jerk response to change. Similarly, Gregoire must be willing to use the toughness that made her an effective attorney general and force some issues if necessary, even if it means crossing groups like the teachers’ union.
Simply throwing more money at education won’t be an acceptable answer. A comprehensive reform effort must include not only a look at revenues and expenditures, but priorities, processes and culture. We’re already spending lots of money on education; we need a better return on that investment before spending a lot more can be justified.
Critics are already taking shots at the effort, and history gives them plenty of ammunition. If most of Washington’s children are going to be able to compete in the ever-advancing global marketplace, though, our education system must make dramatic progress.
Gregoire’s leadership ability will be tested by this effort. What’s really at stake, though, is our state’s future.
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