
                         Roanoke Times
                 Copyright (c) 1995, Landmark Communications, Inc.

DATE: WEDNESDAY, May 30, 1990                   TAG: 9005300407
SECTION: EDITORIAL                    PAGE: A9   EDITION: METRO 
SOURCE: J. W. O'BRIEN JR.
DATELINE:                                 LENGTH: Medium

SCHOOLING GAP AFFECTS ALL VIRGINIA

VIRGINIANS can be proud of their interest and accomplishments in improving the quality of education. However, for almost every positive statistic regarding educational progress in Virginia, there is a parallel statistic that shadows any optimism, especially for those who feel that every child in the Old Dominion deserves a first-rate education.

In a recent report in The (Norfolk) Virginian-Pilot, it was revealed that Virginia has now pushed above the middle rack in teacher salaries, but that teachers in some divisions average $40,000 a year while others average only $20,000. This is only one example of how, despite our progress, there is a widening gap in educational opportunity between the "haves" and "have-nots."

This disparity represents the negative side of the dichotomy. Other statistics reveal that this dichotomy of "progress yet disparity" exists with regard to programming, attitudes and expectations, available resources, and dollars spent.

Students in Virginia consistently score above the national average in statewide standardized tests, but the composite scores in Grade 4 have ranged from 26 in the lowest division to 85 in the highest.

Virginia leads the nation in foreign-language enrollments in high school, but in the languages of world trade (Russian and Japanese), only three divisions offer the opportunity to go beyond Level III.

Although greater numbers of students now enroll in math and science, in more than half of Virginia's school divisions calculus and computer math are not available. The dropout rate has decreased from 5.7 percent in 1979 to 4.9 percent in 1987-88; however, one divisions's dropout rate is almost zero while another's is 11 percent.

Disparity manifests itself when children from lower socioeconomic backgrounds are tracked into less intellectual approaches to learning; when one high school offers 164 different courses while another offers 39; and when the difference in dollars spent in a division parallels differences in student achievement.

The commonwealth of Virginia is committed to resolving the disparity issue as evidenced by Gov. Wilder's recently established "Commission on Educational Opportunities for All Virginians." Solutions will not be forthcoming, however, without a cooperative effort by Virginians on both sides of the disparity issue.

Disparity cannot be viewed as a local issue, ignored by the "haves." In fact, it is an issue of profound importance for the entire commonwealth.

If we do not proceed on a course of cooperation and compromise to close this gap, the commonwealth could find itself in a predicament similar to Kentucky. In that state, the Supreme Court was forced to render a decision calling for reorganization of the entire educational system.

I challenge the citizens of the commonwealth to consider the ramifications of such a mandate on both the "haves" and "have nots." The governor has provided an excellent vehicle for our citizens' participation - participation that will ensure that every child in Virginia be afforded the opportunity to receive not only a quality education but one that equals to that of his or her peers.

by CNB