A Bold Stroke for Education Reform : Supt. Eastin’s response to poor test scores deserves a try

Delaine Eastin, the state superintendent of public instruction, refuses to accept California’s disappointing scores on national reading and math tests. She is cutting red tape to give reform-minded educators regulatory relief in exchange for promises to improve student achievement. She deserves an A for effort, and more.

Eastin claims the California code grants her the authority to waive any provision “to improve general education.” So far, no one has tried to block the surprise initiative that she took last week. The lack of legal challenges, perhaps an unstated endorsement of a sort, will allow the novel approach to go forward in the school districts that Eastin has chosen--Pasadena, San Diego, San Francisco, Visalia, New Haven, Cupertino, Orcutt, Oak Grove and North Monterey County.

These nine were named as “challenge districts” because their leaders had a good track record on reform. Harmony among parents, unions and administrators also made them ripe for more improvement. So far, the huge Los Angeles Unified School District is not on Eastin’s list.

Change won’t come easily. The districts must meet tougher academic standards at every grade level, and without getting rid of underachievers or foreign-born, non-English-speaking students. To fulfill this tall order, students will be given individual education plans and those who fall below grade level will receive extra help.

Under Eastin’s plan, high school students will have to pass two years of math including algebra and geometry, for instance, and two courses in lab sciences. Community service and courses in career planning will be required as well.

The Class of ’96 need not worry about the new requirements. The program will be phased in to give slower students ample time to catch up. The target graduating class is today’s fourth-graders, who will leave high school in the year 2004. By that year, if the superintendent prevails, 12th-graders will have to pass tests in each major subject to win a diploma. Eastin believes that, given enough time and enough extra help, all students can meet the new standards.

This exam-based approach, already tried in Florida and some other states, often leaves minority students and those from poor families with worthless certificates of attendance in place of diplomas. Nonetheless, it’s worth trying in California’s schools, at least on a voluntary basis. We must move forward.

School safety also weighs heavily in Eastin’s scheme. “Challenge districts” must close their campuses; no student may leave during school hours. That rule will penalize students on campuses that lack cafeterias, but it has been tried elsewhere and has reduced off-campus troubles in some areas. Bringing a lunch from home is a small price to pay for a safe learning environment.

Eastin’s plan works best in well-managed and harmonious school districts that volunteer to boost standards. Active parents also are considered a key.

Mandating the change would impose reform on all the state’s schools, but such an action would require legislative approval for bond measures--political agreement that would be elusive in Sacramento’s current climate.

Delaine Eastin should press ahead with her ambitious endeavor. It deserves a chance to succeed. Too many California students are falling behind, often disastrously, in taking the first steps toward their futures.