Balanced education.

As a teacher on a voluntary leave of absence, I had the opportunity to read "A Test of Time: Unchanged Priorities for Student Outcomes" by Richard Rothstein and Rebecca Jacobsen in your March 2007 issue. The authors' findings and their historical parallels inspire me to campaign for programs that value the well-rounded child.

Early in my career, I was guilty of thinking that students who receive instruction in the latest developmentally appropriate practices (using the latest technology!) and who perform well in core academic areas would necessarily have acceptable social skills, understand responsible citizenship, take care of their physical health, appreciate the arts and show respect for their fellow students.

Nineteen years later, I know the reverse is true. Students with a healthy self-concept, skills in managing their physical/ emotional health, an understanding of getting along with others and an ability to be honest with themselves and others perform better in school. They also function more positively in their peer relationships, families and communities. Educating the whole child means teaching academic--and physical/social/emotional--skills. Good kids will be good students.

GERHARD BEHRENS

Teacher, Corvallis School District, Corvallis, Ore.