EDITORIAL : MAKING THE GRADE STUDENTS NEED TOUGHER STANDARDS, NOT PITY, TO IMPROVE THEIR EDUCATION.

VERY few countries produce eighth-graders with worse math test scores than the United States. In science, U.S. students do a little better against other students around the world, but not much.

Apart from the rankings, the comprehensive Third International Mathematics and Science Study reinforced the obvious. In short, to produce better educated students, American educators must focus on what is taught, how teachers are trained and what is expected from students.

The international study coincides with renewed discussion locally on developing basic goals that students must meet before they are passed from grade to grade to grade without learning to read and write.

Meeting in Los Angeles last week, a state task force of educators, parents and community leaders took testimony on its proposal to raise high school academic standards in English and math to bring them closer to those required of college-bound students.

Regrettably, John Perez, vice president of United Teachers-Los Angeles, argued against the state playing a significant role in defining goals, claiming it infringed on the district's latitude in setting its own standards.

Worse, Perez claimed the proposed standards were simply too strict for some students.

While we wholeheartedly support local control, we see the handwringing on the wall. His argument supporting the dummying down of the whole district is lame and misguided. It is better to expect excellence from all than settle for mediocrity as the best that the brightest can achieve and allowing everyone else to pass for dumb. Those having trouble need help, not pity and buck passing.

That point was made succinctly and powerfully by Dave Jolly, project coordinator for the state task force. ``The cruelest hoax is that kids are graduating from high school without crucial skills,'' said Jolly, who defended the proposal for stricter standards.

Students need tougher expectations, not lame excuses.