No simple solution
It’s pretty clear to me that the more someone rises in the ranks of educational leadership, the more simple-minded they become [“Identify educators who lift schools,” Opinion, Feb. 17]. Mary Alice Heuschel, superintendent of the Renton School District, is the perfect example. All we have to do [she says] is “agree on a common definition of an effective teacher.” Oh, and we need common “measures of student growth,” that’s all. I’m sure no one has ever thought about these issues before.
Anyone in the teaching business knows that even the simplest questions have complex answers. Just look at the one state-mandated measure of student performance we have in this state: the WASL. We have a new superintendent of p instruction who has thrown out the old test in favor of a new test with learning objectives that haven’t even been disseminated to teachers!
How do you compare teachers within the same building who have entirely different teaching schedules, or teachers in elementary schools who teach many subjects a day? How do you compare classrooms from property-rich school districts to those in socioeconomically deprived areas? How do you compare an elementary teacher to a high-school or middle-school teacher? You can’t!
Instead of simply feeding the illogical notion that there are easy answers to complex questions in education, perhaps Heuschel could tell us, specifically, which performance measures she would use for teachers, principals and students and her scheme for using these measures to distribute teacher salaries.
— Dan Reeder, Seattle
Consolidating school districts
I agree with The Times and Judge John Erlick that it is time to fully fund education [“An overdue conversation about education funding,” Opinion, Feb. 14]. How else do we pay for better schools?
Eliminating the duplication of administration — by combining the state’s 296 school districts into fewer than 50 — will save the state a bundle of money. We don’t need separate school districts in adjoining towns like Bellevue, Issaquah, Mercer Island, Kirkland and Redmond. Or in other towns like Mukilteo, Edmonds and Everett. Or even in Renton, Kent and Auburn. It’s as if Costco had a separate headquarters for every one of its 500 stores. If it had that much overhead, it would be out of business.
I’ve read, in various places, that 30 to 40 percent of the state’s $13 billion K-12 budget is spent on central administration. If we had one district per county — except for the largest counties — we could save at least one half of this.
— Jerry Forell, Kirkland
Rethink budget, regulations
Sunday’s editorial about school funding neglects to mention that schools ought to improve the way they spend the $10 billion a year they get from all state, local and federal sources — $10,274 per pupil.
There is not a household in this state that hasn’t audited its own budget in this recession. Why do public schools get a free pass? The primary job of our schools is to teach, yet less than half of public school employees in Washington state are classroom teachers. Any business straying so far from its primary mission should not continue to exist.
According to a state Board of Education study, 64 percent of schools are only adequate or failing. Less than half of 10th-grade students pass the math or science WASL. School officials are prevented by a host of regulations and practices from doing what is necessary to improve schools. Principals need waivers from these regulations so they can place effective teachers in every classroom and give teachers the pay and support they need.
Systemic reform must occur before we spend more money on our failing public-school system or we will end up with the same results at a higher price.
— Liv Finne, Seattle
Pay the teachers
How about we start paying teachers $100,000 as a base salary when they reach some level of tenure, say after 10 years.
We fight and claw to keep their compensation below what clerks and waste-removal workers make and yet we want our children to have “excellence.”
We need to prove that excellence is important and pay the teachers for it.
— Ron Zanetti, Seattle
Students, parents should set university wages
Washington state universities have been lobbying to be allowed to set their own tuition rates instead of the Washington Legislature [“Bill letting universities set tuition advances,” NWWednesday, Feb. 17]. University leaders want to raise tuition to “shore up finances.”
I believe that students and parents — those who pay the tuition — should also be given the authority to set the wages and benefits of university leaders and coaches. Universities are public facilities, under the authority of the governor and Legislature.
Why are the presidents and coaches of these public facilities being paid million-dollar salaries? No worker should ever be paid more than his boss. The governor of Washington state has an annual salary of $166,891.
The best way to “shore up the finances” of UW, WSU and WWU is to bring their leaders and coaches’ salaries and benefits under control. You can’t tell me they have more responsibility than the governor of our state. Plus, I need to have “budgeting certainty,” which I can’t have with double-digit tuition increases annually.
— Doreen Suran, mother of WSU student, Bellevue
Keep ads off buses
I believe advertisements should not be on school buses [“Bus ads would help our schools,” Opinion, Feb. 11]. In my opinion, it’s wrong to use kids as the base in a budget-cutting exercise. Raising money for schools should be dealt with in a safer, more efficient way than using kids.
For example, the article states how safety is a concern, asking, “What happens when a driver reading an ad hits the bus?” The safety of children should be placed before funding for schools.
If advertisements on school buses are put into effect, people would suggest other places in school buildings as appropriate places for advertisements. This would be an unforeseen consequence that would greatly impact kids’ education. By doing this, it would distract kids from their learning environment. Kids have the right to learn in a focused, peaceful learning environment.
Politics and funding should not be involved with school kids. Safety, distractions and education are all involved with keeping ads off school buses.
— Kevin Xu, seventh-grader Tyee Middle School, Bellevue
Ads don’t affect kids
I found The Times’ editorial “Don’t sell out kids,” [Opinion, Feb. 1] very disagreeable. As I am a child on the bus, I find none of us really care about what is written on the bus. It doesn’t influence us at all, mainly because we can’t even see it — it’s on the outside.
I understand concern about child advertising, but when you said they have an over-excessive amount of advertising in schools, I had to disagree. Our schools seem mostly untouched by advertising companies. The only form of advertising I saw was the “Got Milk?” posters in the cafeteria, which are only trying to keep us healthy and drink milk every day.
Another point I strongly disagree with is when you said, “What happens when a driver reading the Sylvan Learning Center ad on the side of the school bus rear-ends the care ahead, or worse, hits the bus.” This is completely irrational! The same dangers apply to any advertising on the road. Even with street signs, there are dangers.
— Megan Murphy, seventh-grader Tyee Middle School, Bellevue