In the context of parenting, we are simply abandoning our obligation to our children. From the perspective of global competitiveness, we are knowingly and unconscionably placing our children at a distinct disadvantage before they even enter the worldwide educational race. The standard in this and other states is for students to attend school 180 days per year, but in the United Kingdom it’s 190 days, and in Asian countries the standard is 200 days, often many more.

Even worse, as we reported in an editorial three years ago, is the discrepancy in hours students spend in school. According to one Ohio study, four years of high school in the U.S. yields about 1,460 hours per student, but in Japan it’s 3,190 total hours, and in Germany it’s 3,628 hours.

Other than plaintive editorialists, few people seem willing to do anything about this problem. Adding hours and days to public education is expensive. Elected officials aren’t eager to take on new funding challenges; they’re reluctant to try to persuade teachers’ unions to commit to more work, even if for more pay.

Occasionally, though, a voice in this learning wilderness speaks out. In a Sunday Columbian story by Howard Buck, Evergreen Public Schools Superintendent John Deeder suggested lengthening the school day from six to seven hours, and extending the school year to 210 days for students and 240 days for teachers. For reasons mentioned, Deeder’s recommendations likely will go nowhere. But his advocacy remains astoundingly common-sense.

When contacted Monday, Deeder said, “We’re not putting American kids on a level playing field, and that’s just wrong. (State education officials) want to add a third required unit in high school math and a third unit in science, but no one’s talking about spending more time learning.”

Here’s a discouraging consequence of trying to heap more requirements onto the same school calendar: Students are forced to abandon valuable electives and extracurricular activities, which are essential in a well-rounded education.

In other states, innovative educators are experimenting and succeeding. Some Colorado districts are trying four-day school weeks, with longer school days and school years.

In Massachusetts, pilot programs are extending school days, with students showing higher test scores. Added hours are divided equally between instruction and enrichment. Teachers who agree to work in the pilot program are paid their standard hourly rate. At Edwards Middle School in Charlestown, Mass., optional teacher participation has soared in a few years from 60 percent to 100 percent. Student participation in activities is up as well.

More schools are applying for these pilot programs, and according to a story in The Boston Globe, Gov. Deval Patrick wants to double funding of such programs to $26 million, and U.S. Sen. Ted Kennedy, D-Mass., is pushing for national pilot programs. If that happens, Deeder said Evergreen will be pushing hard to secure one here.

Someday —  we all should hope — American adults will give children all the educational opportunities that they need and deserve.