Letter: Better schooling starts with funding

Sunday, Aug. 19, 2007 | 1:14 a.m.

Superintendent Walt Rulffes, in his "Where I Stand" column of Aug. 12, laid out some of the problems and initiatives the Clark County School District faces. There is more to be said, however.

The gross under-funding of the district makes the achievement of world class standards unrealistic. Most first world countries have a much longer school year. Students who go to school two years longer, or more, score higher on test results.

In the Netherlands greater emphasis is being placed on tutorial types of interactions. More one-to-one instruction as opposed to large class lectures. In advanced American districts changes include adding new English courses, starting in the middle schools, that emphasize research and critical thinking.

A mandatory six-week summer session could expand opportunity for all levels of students by offering non-traditional courses.

When Superintendent Rulffes cites ending high school at age 16, I assume he is talking about the plan put forth by Bard College President Leon Botstein. He suggests, because children are maturing earlier, that high school and its traditional rules do not make sense for many children. New York City has begun several "Bard" type programs. They require staff competent to teach at the college level.

There is much more change occurring nationwide.

The bottom line is that excellence requires highly competent teachers, administrators and staff and a training program to keep them at the cutting edge of their profession.

Pay-for-performance programs only work if the basic salary is competitive and merit is earned for going beyond the norm. A system based on merit must have the funds to reward merit in a meaningful way. Throwing crumbs for success while most teachers earn subpar salaries is more likely to undermine success than enhance it.

Our schools have been handed the burden of making up society's shortcomings at the time we need to be expanding excellence at all levels. It is expensive and the schools cannot do it by themselves.

If student achievement is to increase it will require serious funding increases to hire new teachers and institute new programs.

Barnett Sturm, Henderson

Editor's note: The writer is a retired educator.