Modest suggestions to improve K-12 education — at less cost

Burt Talcott

Guest columnist

The focus groups conducted by Peninsula School District Superintendent Terry Bouck revealed a strong consensus: everyone wants “higher student achievement,” so every student can reach their potential and enjoy success in their next grade, college, career, family and life.

A simple classroom visit and reputable research confirms the general deterioration of our education system. Educators should be embarrassed that this generation is the first of Americans with a lower level of education than their parents.

Parents, students and teachers can interpret the depressing statistics and observe the trends: failing test scores; lower high school graduation rates; neglect of special needs and highly capable students; undisciplined, disrespectful, unsafe classrooms; extensive remedial courses required for university admission.

The once four-year university graduation standard that is now closer to six years — with less than 60 percent of those students graduating at all, and employers who are desperately seeking qualified employees often resort to foreign workers, particularly for math and science skills.

This summary recitation of some education shortcomings is unfair to some teachers, schools and school districts. The Peninsula, for example, rates somewhat above state averages. But real reform is lagging even here.

“Education” is the greatest generator of our economy, and the best insurer of a just and civil society — and the paramount responsibility of the state. More money (much more money) has not helped to improve test scores, graduation rates, teacher pay or a better educated or trained work force or citizenry.

The education monopoly resists reform; the vested interests (unions, school suppliers, communities) resist change; those who need the education most (students, parents) are apathetic or ill-equipped to affect necessary changes.

Ideas must trump money. The interests of the students must prevail over the status quo of the adults. No increase in taxes should be necessary or expected. Improving K-12 education is a daunting, but not an impossible, task.

The following are modest suggestions to improve K-12 education while reducing costs:

Pay teachers on the basis of merit, performance and skills. K-12 teachers are the rare professionals who are not paid on the basis of performance — and are treated more like menial laborers (unfortunately, of their own choosing).

Promote choice for parents in selecting schools for their children. Vouchers for use in public or private schools, online learning or home-schooling should be available to parents to rescue their children from failing public schools. Washington state is losing millions of federal dollars, in spite of all advices, for not permitting students to attend charter schools.

Reduce the ratio of management/administrative positions to classroom teachers. Classroom teaching is where the “rubber meets the road” in education — and where scarce resources should be prioritized.

Allow people with expertise and experience in critical subjects (such as math, science, business, personal finances and history) to teach without strict uniform certification. There are many retired experts in every community who could serve as exceptional teachers or mentors — but they lack bureaucratic “certification.” Now, “double dippers” — retired teachers hired at top pay levels — are soaking up scarce revenues and crowding out talented young teachers who should be encouraged with better salaries and opportunities.

Schedule a parent (or other adult) to attend classes. Their simple presence, even without tutoring or administrative assignments, would improve decorum, discipline, teacher effectiveness and student achievement. Utilize this latent talent for little cost.

Utilize and expand “online” public school programs in all subjects at all levels. Outstanding programs are available but under-utilized. Online programs help prepare students for a world in which they will communicate electronically, work remotely and meet virtually.

Everyone can check out our state’s Web site, www.k12.wa.us/digitallearning, to explore free, online public school programs.

Give principals more professional authority and demand more accountability for staffing and budgets. Principals must “lead and manage” — a different qualification than just being a superannuated teacher. They should hire and fire the professional and non-professional staff, within budgets, successfully — or be replaced.

A “failing school” is usually a consequence of a “failing principal.”

Students, parents, teachers and administrators should wrest control from the entrenched unions — on behalf of the students. Now the unions’ principal objective is their own pay, pensions, welfare and working conditions; students’ interests are secondary.

Any reform requires reversal of these priorities.

The best policy statement on Washington Education Reform has been developed by thoughtful research, study and analysis, and recently published by The Washington Policy Center. I don’t agree with all their recommendations, yet heartily urge every educator to read and study the publication.

Legislators and educators need nudging to update our public education system now. My experience of almost 90 years leads me to believe that there is nowhere else where the nudging is more needed, if we all want our children, grandchildren and great-grandchildren to succeed — and to be able to compete globally, tomorrow.

Burt L. Talcott is a guest columnist for The Peninsula Gateway. He can be reached by e-mail at burt@talcott.org.