Annual ratings underscore the need for better teachers in poor schools and school choice for low-income families.

Statewide report cards this year brought some disappointing news: Fewer schools were rated "excellent" while more schools were rated "unsatisfactory." In addition, more schools failed to make "adequate yearly progress," the benchmark set by the 4-year-old No Child Left Behind law.

Schools are rated "excellent," "good," "average," "below average" and "unsatisfactory." The number of schools rated "unsatisfactory" or "below average" increased from 188 (18 percent of schools) in 2004 to 287 (26 percent of schools). Meanwhile, the number of schools rated "excellent" and "good" fell -- from 596 (56 percent of schools) in 2004 to 473 (43 percent of schools) in 2005.

The disappointing results, however, don't paint as pessimistic a picture as public education's harshest critics claim. Indeed, there were several mitigating factors, including the fact that student scores on the Palmetto Achievement Challenge Test are rising slightly. Standards also are higher, making it more difficult for a school to achieve "excellent" or "adequate yearly progress."

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This was the first year science and social studies portions of the PACT were included in determining report cards; that also weighted down ratings. In addition, more students across the state are living in poverty, with all its associated ills that make educational progress more difficult to achieve.

Still, the discouraging results do provide added weight to the argument of critics that South Carolina needs education reform, centering on school choice that would include private schools. Such a plan should focus on helping students in "unsatisfactory" or "below average" schools, many of which are concentrated in the state's rural areas. School choice should assist children from low-income families -- those who truly lack the wherewithal to choose a private education or alternative public school for their children.

The report card scores also argue for the merging of more school districts in the state. Forty-one of the state's 85 districts have fewer than 4,000 students. Small districts account for a disproportionate share of the "unsatisfactory" and "below average" districts in the state. Not only are larger districts more economical to run, but they also provide a broader curriculum.

In addition, Gov. Sanford has strongly supported financial incentives for encouraging teachers to work in underperforming schools. The governor is right to do so. School report cards clearly indicate that "unsatisfactory" and "below average" schools have the lowest teacher salaries, the highest teacher turnover and the highest number of teachers on emergency or provisional certificates.