01:00 AM EDT on Friday, September 17, 2004

Rhode Island's average SAT scores are now dead last in New England. At what point will parents and taxpayers -- who are paying top dollar for education, and have a right to expect the best for the state's children -- rise up and say, "Enough's enough"?

Rhode Island Education Commissioner Peter McWalter's solution is to offer "free" (i.e., taxpayer-funded) PSAT tests, to help prepare the students for the SATs. That's not a bad idea, but the scope of the state's education problem is much greater than that, given both poor standardized-test performance and the high dropout rates.

For too long, Rhode Island's education community has been more interested in making excuses than embracing reform. Teachers-union leaders have called for smaller classes -- which mean more union members and dues -- while ignoring that Rhode Island already has a comparatively low ratio of pupils to teachers.

Or the educators say that lack of money is the problem, even though Rhode Island's education spending has exploded; last year it was $10,258 per pupil -- seventh highest in the country. (The state's average teacher salary was $52,261 -- the country's eighth highest. And that's with superb benefits, and, of course, summers off.)

Some say that Rhode Island students are unusually tough to teach. But a new study by the Manhattan Institute ranked the state a dismal 38th in public-school performance taking into account the disadvantages and learning challenges of its students.

It's time for educators and taxpayers to stop deflecting responsibility and start focusing on what would help students do better. Here are some obvious reforms:

-- Accountability: There must be higher stakes for performance of students and teachers.

In Massachusetts, students must demonstrate knowledge in standardized tests (called MCAS) before they can graduate. That puts pressure on students, parents and teachers to make sure that the pupils are learning.

The result? Last year Massachusetts posted its highest SAT scores in 13 years. Its students earned an average math score of 523, compared with the 502 of Rhode Island students. Massachusetts's average verbal score was 518, compared with Rhode Island's 503.

The people of Rhode Island should be ashamed of that disparity. Why not introduce high-stakes testing here?

-- To receive certification, Massachusetts teachers must pass a test demonstrating their knowledge: Why not Rhode Island teachers?

-- Improved teacher education, such as that at Rhode Island College: It is fair to wonder whether teachers are being adequately prepared. This fall, RIC will be reviewed for certification; we will watch to see whether the review is fair, thorough and non-political. Better-trained teachers and higher standards will mean better teaching, fewer bored students and greater learning.

-- Yearly teacher evaluations, with real consequences for performance: The National Governors Association is beginning discussions on how to bring merit pay to public-school teachers. Rhode Island should better reward its best teachers -- those who are dedicated and inspiring -- and weed out the incompetent ones.

Citizens should ask their school committees how often their community's teachers are evaluated, what the evaluation criteria are, and what the consequences are. Some communities go years without evaluating teachers.

-- Legislators must reverse the policy that lets school committees bargain away the rights of school principals and other managers: Managers must be allowed to lead, so that they may be held responsible for the schools' performance. In some communities, a principal who observes a classroom more than once a year may be accused of harassing the teacher!

Rhode Island will never improve its public education until the voters, taxpayers, elected officials and educators truly care that the current approach is failing students. And aren't the students the reason for the school system in the first place?