A report of dubious distinction recently ranked Washington 42nd nationally in per student spending.

The "independent" report, commissioned by the Washington Education Association, also proposed steps to raise the state to seventh in the nation for funding public schools.

This is so typical of Washington - not under-funding education, but spending more money on a problem rather than first attempting to fix it.

In 2004-05, the report concluded, Washington fell $3.46 billion - $3,613 per student - short of "adequately paying" for public education in grades K-12.

About $7.7 billion was spent in state, local and federal dollars that year, according to the teachers' union.

But $11.16 billion should have been spent to adequately fund public schools, the report said.

It is no surprise that the association embraced the study, which shows "this state is not meeting its paramount duty," which is to fund public education, said president Charles Hasse.

Calling the price tag "a big number," he added, "We shouldn't be afraid of big numbers if we're attempting to provide quality schools in Washington."

Granted, it takes a lot of money to provide quality educational opportunities in a state with a million children in its public schools. Nevertheless, Washington taxpayers can not afford to give the education lobby a blank check.

Just as greater cost-effective accountability must be required of the state's Byzantine transportation programs, the same must be required of public schools.

If the teachers' union is really concerned about providing children in grades K-12 with an "adequate" education, it should begin by working with the Legislature to retool the school system rather than reflexively running to Olympia with hat in hand.

Unfortunately, public schools in Washington produce too many students who are challenged when it comes to writing, know next to nothing about American history and government, and are all but illiterate even in basic math.

A stunning example comes from a founder of "Where's the Math," a private organization working to improve the teaching of math in Washington's schools.

She was told by her son's teacher that long division is not taught in the classroom because it stifles the students' creativity.

Learning by rote isn't creative, but sometimes that - not self-esteem techniques - is what it takes to master fundamentals that are important for a lifetime.

Responding to this study, Lynn Harsh, chief executive officer of the Evergreen Freedom Foundation, rightly observed, "It costs money to educate children ... but there is no concrete evidence that extra spending significantly increases academic performance."

We need good public schools. We need to pay for them. But picking taxpayers' pockets is not the way to provide long-term solutions that work.

Ralph Nichols is a West Seattle resident who may be reached via wseditor@robinsonnews.com