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The governor mobilizes to keep a campaign pledge
Published on Sunday, Jul 27, 2008
Ted Strickland reads John Dewey. The governor and his aides underline passages of the American philosopher and educator. Strickland finds particularly relevant Dewey's writings in the early 20th century about schools in a changing economic time, from the agrarian to the industrial, a transformation no less sweeping than the one all of us face, to a knowledge economy.
Dewey wrote about change ''so rapid, so extensive, so complete. . . . the face of the earth is making over.'' He added: ''The obvious fact is that our social life has undergone a thorough and radical change. If our education is to have any meaning for life, it must pass through an equally complete transformation.''
The governor brought Dewey into his Conversation on Education at North High School on Wednesday evening. He did so as he explained the guiding principles behind his effort to keep faith with a most prominent campaign promise — to repair the broken system of school funding in the state. Strickland hinted at the considerable size of his ambitions, Dewey inspiring the governor's call for a specific education program for each student.
A few participants let the governor know how formidable such a task would be. They actually helped Strickland make his point. He sees an opportunity for Ohio to rework dramatically its public schools, all with the decades ahead in mind.
Dr. Toby Cosgrove, the chief executive officer of the Cleveland Clinic, appeared in a video at the outset of the event. He reasoned that the clinic needs an educated work force to be a great hospital. Strickland says the same about becoming a great state.
Thus, the governor has upped the ante. He insists that it isn't enough to overhaul the formula for funding public schools. He wants something more for education in Ohio.
Longer school days?
A longer school year?
Compensate teachers for improving student achievement?
Give principals more authority to set budget and staffing plans?
Replace the Ohio Graduation Test with an international exam that measures problem-solving skills?
These are a handful of the many ideas the governor and others put on the table. Few are new. The governor sees the political value, Ohioans more likely to embrace changes in school funding if there is an accompanying plan to modernize and elevate education. He repeats: ''You don't say how much you're going to pay for a house until you know what kind of house you're going to build.''
Dewey asked: ''Can we connect this 'new education' with the general march of events?''
Doubtful? Ohioans have many reasons to be skeptical, 11 years having passed since the Ohio Supreme Court ordered a systemic overhaul of school funding. The Statehouse has made some improvements, devising academic standards and adding money (initially at least). Events in the Springfield schools this past week revealed how slight the advances have been, the district battered by the inequities and inefficiencies. The formula breeds misunderstanding and distrust.
Strickland played to the frustration and dismay in his election campaign. He spoke memorably about ''the anemic . . . cowardly political structure that is unwilling to take the bold action that needs to be taken . . . to make elementary and secondary education adequately and fairly funded in our state.''
He spoke emphatically: ''I am so committed to solving this school-funding issue that if I become governor and I do a lot of wonderful things, but I fail to address this school-funding issue, I will have been a failed governor.''
Republicans eagerly remind the governor of the standard he set for himself. They cite the 18 months that have passed since he took the oath of office — and still no plan! They ridicule the sight of Strickland engaging in yet more talk about school funding and now reform, carefully staging his ''conversation'' across the state, Akron the second of 12 stops.
The governor should be held to his word. The striking thing about the event last week was the serious intent, Strickland seeking to mobilize the power of his office in a way that Bob Taft and George Voinovich did not. He intends to make the loop again in the fall to discuss the specifics of the funding challenge. He wants to build a coalition reflective of his mandate and essential to sustaining the cause, including the business community.
Put another way, the governor doesn't need a reminder about what he pledged as a candidate.
Strickland has circled 2009 as the year for dealing with these school issues, even declared his willingness to deliver a ballot issue to voters if the outcome proves unsatisfactory in the legislature. He knows the moment of truth soon will be here.
The effort requires no small amount of political savvy. In that way, if Strickland faces a huge task, Republicans may find themselves in an uncomfortable spot. Say, the governor puts forward a reasonable plan, one meriting discussion, inviting compromise, offering the possibility of improving a funding system that has been punishing to schools and the state. Will Republicans choose to be part of the solution?
It doesn't take a political wiseguy to discern that bipartisan support would make a critical difference in achieving success. That explains, in part, the thinking about John Dewey. Ted Strickland wants to get beyond much of the here and now. He wants to engage Ohioans in something larger, their capacity to compete and prosper, the quality of life they will leave to the next generation. He's doing what a governor should do.
Douglas is the Beacon Journal editorial page editor. He can be reached at 330-996-3514, or emailed at mdouglas@thebeaconjournal.com.
Ted Strickland reads John Dewey. The governor and his aides underline passages of the American philosopher and educator. Strickland finds particularly relevant Dewey's writings in the early 20th century about schools in a changing economic time, from the agrarian to the industrial, a transformation no less sweeping than the one all of us face, to a knowledge economy.
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