State schools chief Randy Dorn blinks on math and science requirements

WASHINGTON'S schools chief, Randy Dorn, is appropriately concerned about how few students can meet the state's math and science graduation requirements. But the superintendent of public instruction offers a solution rife with low expectations.

Dorn, faced with sobering news that last spring only 45 percent of 10th-graders passed math on the Washington Assessment of Student Learning (WASL) and just a fourth passed science, doesn't call for swift and strong action. He blinks.

Dorn lets students off the hook with a proposal to delay graduation requirements until 2014 for math and until 2017 for science.

Even with delays, Dorn's confidence in students is shaky. Thus, he proposes a two-tier bar for passing state math tests. Those who cannot reach a level of "proficient" — the current expectation — could pass at the "basic" level, then pass four years of math. That's one more class than currently required. No big deal — or rigor.

Dorn's plan distracts from the need to compete for the $4 billion "Race to the Top" federal funds. Our education leader is at a precipice long ago reached by others. Three years ago, the Legislature approved a delay in the math graduation requirement because students were not prepared.

Another delay is unacceptable. It sends a disheartening message to students who want to excel and who understand that the route to higher education — whether college or trade school — is by meeting high standards.

Washington's economy relies on jobs in manufacturing, agriculture and technology, areas that require a proficiency in math. By downplaying its importance, Dorn sets up for failure the students he was elected to serve.

Low-income and minority students are most harmed by Dorn's preference for the easy road. These students don't need low expectations, they need the equalizing effects of a sound, rigorous education.

The Legislature must exchange Dorn's plan for one that does something for students. A better effort would include more experienced math teachers and up-to-date textbooks. After-school tutoring, summer school and other ways are needed to give students more lesson time. Science must be injected into core curricula with all the teacher training and other resources required to place science on par with reading, writing and arithmetic.

These things, Mr. Dorn, make a plan that shows confidence in students.