The budget slaughter and poor schools

David Wynde issued a dire warning at the last school board meeting about the coming budget, which he describes as large cuts to an already inadequate base of funding. Though he didn’t say it, there will likely be cuts to programming, increases in class size and maybe even school closures.

Current enrollment figures, released this week, show a persistent pattern of divestment from the poorest neighborhoods in Portland due to the migration of students under the Portland Public Schools student transfer policy, and its labyrinthine, outdated and counterproductive layers of school board exceptions and amendments.

We have allowed “choice” to design a system of schools in Portland that are dramatically inequitable in terms of course offerings, teacher experience, and discipline.

School choice has dismantled, closed, or demolished (literally) every single comprehensive secondary school in the Jefferson and Madison clusters. The same is true for the Roosevelt and Marshall clusters, save two beleagured, largley poor and minority middle schools on the fringes of district boundaries.

The schools that remain disproportionately lack library staff, music, art and electives when compared to the rest of Portland, and are more segregated by race and class than the neighborhoods they serve.

It’s been two and a half years since a joint city-county audit (230KB PDF) concluded that Portland’s school choice system was at odds with strong neighborhood schools, noted declining availability of transfer slots in high-demand schools, and recommended suspension of the transfer lottery “until the Board adopts a policy that clarifies the purpose of the school choice system.”

The school board has never issued that policy, or done anything significant to reform a system that has not only failed, it’s made matters worse.

So, two and half years later, parents in the poorest parts of town are agonizing over ever more rapidly dwindling transfer slots in schools increasing distances from their homes, because their neighborhood schools have been utterly drained of enrollment, funding, and opportunity.

“This isn’t school choice,” one parent told me. “It’s school chance.”

Current transfer policy arose largely out of the last budget crisis, and the result has been devestating to poor neighborhoods and the families who live there. So this current crisis is an opportunity as much as it is a challenge.

It may seem an awkward time to demand the rebuilding of school libraries, music and art departments. But if we spread enrollment and funding proportionately to where students live, we could begin rebuild these programs in schools that have lost them. At the same time, we can maintain a base line of programming at other schools that are currently over-crowded.

Yes, there will be cuts, but some clusters and schools have fared dramatically better under choice than others. We cannot tolerate any more reduction of opportunity in the Jefferson, Madison, Marshall and Roosevelt clusters, all of which have been cut beyond the bone. Yes, the rest of this town may have to go without some of their gravy so these clusters can have a little meat.

Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.


Study: Poverty reduces brain function in children

Advocates for “closing the achievement gap” pay attention: a new study from the University of California, Berkeley, shows dramatically reduced brain function in poor children when compared to children from high-income homes.

“It is a similar pattern to what’s seen in patients with strokes that have led to lesions in their prefrontal cortex,” which controls higher-order thinking and problem solving, says lead researcher Mark Kishiyama, a cognitive psychologist at the University of California-Berkeley. “It suggests that in these kids, prefrontal function is reduced or disrupted in some way.”

As has been argued here and elsewhere, actually closing the achievement gap will require a co-ordinated anti-poverty effort beyond the scope of any single school district. This study serves to reinforce that basic fact of social science.

The “achievement gap” is a symptom of the “income gap,” the “opportunity gap” and many other gaps. Drill and test all you want, even if you improve test scores, you’re still not doing anything real to address the problems faced by poor children.

Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.


Library Initiative Community Forum Wednesday

Forwarded from PPS library staff; supporters of PPS libraries and library staff are encouraged to attend! –ed

Staff, administrators, teachers, parents and community are invited to attend a community forum focusing on school libraries. The meeting is scheduled for January 14, 6:30 to 8:30 p.m. in the Grant High School Library.

This group will provide input on a district vision to improve and integrate the services provided by and for school libraries. The focus is to increase capacity for information literacy instruction and improving library administrative services.

  • WHAT: Library Initiative Community Forum
  • WHO: Library staff, administrators, teachers, parents, community
  • WHERE: Grant High School Library – 2245 NE 36th, Portland, OR 97212
  • WHEN: Wednesday, January 14, 2009, 6:30 to 8:30 p.m.

Update, 1/10/09: Here’s a flier (38KB PDF) with more details from PPS library staff.

Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.