Alaskans' opinions should matter most …

Frontiersman editorial board

Education Week, a publication based out of Washington, D.C., has given the state of Alaska near-failing grades for its educational efforts.

We probably would have overlooked this report card if it wasn't for the lengthy, rather defensive press release sent to us by Shirley Holloway, commissioner for the Alaska Department of Education and Early Development. Throughout the release, Holloway claims the trade publication ignores the uniqueness of this state and says its report focuses on the work of policymakers rather than the school districts.

All this may be true, but we wonder why the commissioner is spending so much time and energy defending the state against an Outside publication. While we understand the concern over public perception, certainly the opinions of Alaskans themselves should be of more importance than those of a Washington, D.C., magazine.

In response to both Education Week and the commissioner, we would like to give our local school district a grade of our own.

In the Valley Life section of this edition, readers can find a column reporter Casey Ressler in which he describes the many benefits of hands-on educational opportunities. In an earlier issue, he shared how two teachers from this district had influenced his own life.

These are the experiences on which we want to base our grading system. While Legislators, administrators and, apparently, trade publications choose to focus on test scores and funding formulas, we feel the quality of our schools is reflected in the very real, important interactions between teachers and students.

When a child successfully reads his first book and discovers the adventures that come with the turn of each page, that is learning. When a student gazes out at the galaxies and suddenly turns mathematical equations and scientific names into swirling stars, that is learning. When a student gets her first glimpse of rainbow trout, flapping on the end of her own fishing pole, and understands what lives below the ice, that is learning.

For these moments, we give our school district an A+.

We admit schools both in our district and around the state have their problems. Many offer fewer language, music and art classes than were available during the oil boom. From special education departments to regular classrooms, we hear of budget crunches and staff shortages. Legislators say they don't want to just throw money at a problem. And we recognize that not all teachers are great -- some lack the training, experience or enthusiasm needed to fully engage their students.

But we also hear stories of children, guided by local teachers, discovering the power of learning and being forever changed by it. We only wish these moments could be part of the formula when it comes time to discuss legislation and budget balancing.