The Kennewick School District's experiment on your children has failed on all counts but one. The great "90 percent of all third-graders reading on grade level" seems, at least on paper, to have been achieved.

Now if only those test scores meant something.

It was postulated by the district's board of directors and some past administrators that focusing on these reading tests would lead to greater success in other subjects, a higher graduation rate and continued success in reading as the children advanced in the grades.

So the race was on, pressure was applied to teachers and administrators, and large blocks of time focused on reading to the detriment of social studies, science, art, music and even recess in some cases.

Now, 10-plus years into this experiment based not on research in how children learn or knowledge of assessment, but on the intuition and control of a few people at the top, we are beginning to see what has really happened to your children.

Are Kennewick students finding greater success in academic subjects at the high school level? Not according to high school teachers who say many current students do not have the background they need to analyze arguments, make inferences, write coherent research papers or demonstrate deep understanding of important concepts.

Many students have not read widely in topics of interest, but have focused narrowly on the "skills" deemed necessary to pass the Dibels, MAP, and state reading exams. They have not had the time to test their ideas in the crucible of classroom discussion or debate, have not been able to take exploratory classes to expand their areas of interest and are woefully lacking in serious knowledge of history and literature in the opinion of some high school staff.

What about dramatic increases in high school graduation rates? Examination of the district's Report Card issued by the state Office of the Superintendent of Public Instruction (OSPI), no such thing has taken place. Over the past five years, Kennewick graduation rates have fluctuated up and down a bit between 67 percent and 69 percent. Meanwhile the state average has increased steadily from 70 percent to 76 percent over the same time period. In other words, the Kennewick School District has lost ground when compared with state averages.

Well, at least there must be gains in reading test scores as children advance through the grades, right? Not so much. Since state tests have been administered to seventh-grade students over an extended period, let's see what has happened to them over the last five years when the impact of the 90 percent reading goal should have been most dramatic.

In 2007, 73.6 percent of Kennewick seventh graders passed the state reading exam. In 2008, 65.6 percent passed; in 2009, 55.4 percent; in 2010, 59.1 percent and last year an astounding 50.8 percent of Kennewick seventh graders passed the state reading test. How is that for continued success in reading?

Kennewick residents have an important decision looming, the election of school board members. If you consider the information presented above important, you will want to know each candidate's position on the current reading program. They will be in a position to continue the downward spiral or to institute changes that will educate the whole child and return reason to the school curriculum. Ask questions and insist on answers. That is the only way to stop the failed experiment on your children.

-- Bob Valiant's educational experience includes serving as a teacher, curriculum administrator, university professor, and education planning consultant.

Editor's note: Meet the candidates for Kennewick School District at 6:30 p.m. Oct. 3 at Mid-Columbia Libraries Union Street branch.