Editorial
School change shows a sense of momentum

When in doubt, it is always acceptable to blame "the bureaucracy" for the failure of some government institution or another.

Nowhere is this particular explanation more popular than within the Hawai'i Department of Education.

Aside from the endless dispute over accountability and authority, the biggest problem facing our school system, it seems, is the dead hand of "the bureaucracy."

There's no doubt that bureaucrats — particularly bureaucrats resistant or even hostile to change — can slow necessary change. But fundamentally, the bureaucrats are simply following through on the laws, procedures and rules that have been imposed on them.

For that reason, it's exciting to see signs of movement at the Legislature, where at least a few lawmakers are looking at substantial and possibly far-reaching change within our school system.

The effort is particularly active in the House, where Reps. Brian Schatz and Education Chairman Ken Ito are looking at a variety of bills.

The general thrust of the legislation is to give the school system the flexibility and authority to move swiftly on personnel decisions and construction plans when appropriate. While a single statewide school system has definite advantages, it also by nature is a system that moves slowly and cautiously.

Such changes could become part of "Phase II" of a Marshall Plan for our public school system. Phase I is the rapid rebuilding of a deteriorating and shabby infrastructure.

With the passage of tens of millions of fresh dollars for repair and maintenance and the granting to the governor of unusual powers to bypass normal construction procedures, there is a good chance that Phase I will take off.

It must. The physical condition of many of our public schools is a scandal. And without a quality physical environment for learning, most other reforms will have little impact.

But after physical rehabilitation comes reform of the process. That's where the ideas now surfacing at the Legislature come in. They suggest a willingness to experiment, to innovate and to let schools decide for themselves what they need most and need first.

There is a sense of momentum here. It must not be lost.