EDUCATION

Much has actually happened since the last time I addressed this issue. There has been a severe budget crisis that has just about forced the local governments to re-evaluate the funding mechanism for education.

Also, since the last writing, the Board of Regents, under the direction of Robert Flanders, has been making some interesting in-roads. While I am not sure that Flanders fully understands the socio-demographics of education, I am quite encouraged by his efforts to bring the matters to the public’s attention.

Flanders recently wrote an op-ed piece in the Providence Journal (February 1, 2008) in which he outlined what he has as the vision for the Board of Regents over which he presides. While much of it was the same old tripe that is as predictable as the sunrise, there was at least a tone of sincerity. I got the feeling that he was naïve but truly thought that he could better the education system. For that I give him some credit, that is, credit on top of the credit for publicizing the problem.

Unlike most before him, he actually attempted to outline a course of action. Whether or not this proves sound is left to the future, but it should be noted that he has made a solid attempt to understand the problem. My only criticism of this is that it fails to take the reality of education into the equation.

Children from homes that respect the value of education will attempt to perform to a higher level. Those from homes that put lesser value on education will suffer. It is the real dirty little secret of the education world. We can train people, but we do a miserable job of educating them.

The outline by Flanders included a frank discussion of the need to consider pension reforms, education work rules that reflect the modern school room instead of the outdated entrenched system, and the attempt to bring economic development components in line with education objectives.

The reality is that there will probably be little success. The fact of the matter is that the over-reliance on property taxation to fund schools needs to be abolished and a statewide wage rate established. There needs to be a greater flexibility in the operation of the schools by the local school boards, but only after they are freed from the responsibility of contract negotiations.

The need for reform is glaring, but the system did not get to where it is overnight nor will it be able to right itself in such a short period. The need to look at longer term solutions in education is often thwarted by the silly regulatory nature of government. Until we can curb our governmental regulation appetite, we are no more likely to solve our education problems as we are to solve our budgetary woes.

By the next time education comes up for discussion, we will have a sense of the proposals argued by Flanders. I hope for success, but I think that I will be returning to the subject with the same commentary that we are continually spinning our wheels speaking of education reform and not achieving it.