The end of the line
March 28, 2010 2:36 pm
It is with both sadness and a sense of great relief that I tell you this will be the final post on PPS Equity. [Here’s Nancy’s farewell.]For two years we have documented inequities in Portland’s largest school district and advocated for positive change. Along the way, we’ve explored how to use new media tools to influence public policy and foster a more inclusive form of democracy.
The reason for this shutdown is simple: we are moving our family out of the district, and will no longer be stakeholders. A very large part of our decision to leave is the seeming inability of Portland Public Schools to provide access to comprehensive secondary education to all students in all parts of the city. We happen to live in a part of town — the Jefferson cluster — which is chronically under-enrolled, underfunded and besieged by administrative incompetence and neglect. We have no interest in playing a lottery with our children’s future, and no interest in sending our children out of their neighborhood for a basic secondary education. These are the options for roughly half of the families in the district if they want comprehensive 6-12 education for their children.
While there are some signs that the district may want to provide comprehensive high schools for all, there is little or no acknowledgment of the ongoing middle grade crisis. If the district ever gets around to this, it will be too late for my children, and thousands of others who do not live in Portland’s elite neighborhoods on the west side of the river or in parts of the Grant and Cleveland clusters.
It cannot be understated that the failure of PPS to provide equally for all students in all parts of the district is rooted in Oregon’s horribly broken school funding system, which entered crisis mode with 1990’s Measure 5. A segregated city, declining enrollment and a lack of stable leadership and vision made things especially bad in Portland.
But Portland’s elites soon figured out how to keep things decent in their neighborhoods. The Portland Schools Foundation was founded to allow wealthy families to directly fund their neighborhood schools. Student transfers were institutionalized, allowing students and funding to flow out of Portland’s poorest neighborhoods and shore up enrollment and funding in the wealthiest neighborhoods. Modest gains for Portland’s black community realized in the 1980s were reversed as middle schools were closed and enrollment dwindled. A two-tiered system, separate and radically unequal, persists 20 years after Measure 5 and nearly 30 years after the Black United Front’s push for justice in the delivery of public education.
PPS seems to be at least acknowledging this injustice. Deputy Superintendent Charles Hopson laid it out to the City Club of Portland last October: “It is a civil rights violation of the worst kind… when based on race and zip code roughly 85% of white students have access to opportunity in rigorous college prep programs, curriculum and resources compared to 27% of black students.”
Despite this acknowledgment, the district is only addressing this inequity in the final four years of a K-12 system. We don’t, in fact, have a system, but a collection of schools that vary significantly in terms of size, course offerings, and teacher experience, often correlating directly to the wealth of the neighborhoods in which they sit.
As the district embarks on their high school redesign plan, which is largely in line with my recommendations, predictable opposition has arisen.
Some prominent Grant families rose up, first in opposition to boundary changes that might affect their property values, then to closing Grant, then to closing any schools. (They seem to have gone mostly quiet after receiving assurances from school board members that their school was safe from closure. Perhaps they also realized that they have more to fear if no schools are closed, since it would mean the loss of close to 600 students at Grant if students and funding were spread evenly among ten schools. In that scenario, the rich educational stew currently enjoyed at Cleveland, Grant, Lincoln and Wilson will be a thinned out to a thin gruel. It would be an improvement for the parts of town that long ago lost their comprehensive high schools, but a far cry from what our surrounding suburban districts offer with the exact same per-student state funding.)
There is also opposition from folks who reflexively oppose school closures, many of them rightly suspicious of the district’s motivations with regards to real estate dealings and their propensity to target poor neighborhoods for closures.
Finally, there is opposition on the school board from the two non-white members, Martín González and Dilafruz Williams.
González’s opposition appears to stem from the valid concern that the district doesn’t have a clue how to address the achievement gap — the district can’t even manage to spend all of its Title I money, having carried over almost $3 million from last year — and that there is little in the high school plan that addresses this. (It’s unclear how he feels about the clear civil rights violation of unequal access this plan seeks to address. It seems to me we should be able to address both ends of the problem — inputs and outcomes — at the same time . The failure to address the achievement gap should not preclude providing equal opportunity. It’s the least we can do.)
Williams noted that she doesn’t trust district administrators to carry out such large scale redesign, especially in light of the bungled K-8 transition which she also opposed. It’s hard to argue with that position; the administration has done little to address the distrust in the community stemming from many years of turbulent and destructive changes focused mainly in low-income neighborhoods.
But more significantly, Williams has long opposed changing the student transfer system on the grounds that it would constitute “massive social engineering” to return to a neighborhood-based enrollment policy. Ironically, nobody on the school board has articulated the shameful nature of our two-tiered system more clearly and forcefully as Williams. But as one of only two non-whites on the board, Williams also speaks as one of the most outwardly class-conscious school board members. In years past, she has said that many middle class families tell her they would leave the district if the transfer policy were changed.
(Note to director Williams: Here’s one middle class family that’s leaving because of the damage the transfer policy has done to our neighborhood schools. And it’s too bad the district can’t have a little more concern for working class families. I know quite a few parents of black and brown children who have pulled their kids from the district due to its persistent institutional classism and racism.)
Williams (along with many of her board colleagues) has also long blamed the federal No Child Left Behind Act for the massive student outflows from our poorest schools, but this is a smokescreen. Take Jefferson High for example, which was redesigned in part to reset the clock on NCLB sanctions. Yet despite this, the district has continued to allow priority transfers out. Jefferson has lost vastly more funding to out-transfers than the modest amount of Title I money it currently receives. If we don’t take Title I money, we don’t have to play by NCLB rules. (This is not a radical concept; the district has chosen this course at Madison High.)
It is hard to have a great deal of hope for Portland Public Schools, despite some positive signals from superintendent Carole Smith. We continue to lack a comprehensive vision for a K-12 system. English language learners languish in a system that is chronically out of compliance with federal civil rights law. The type of education a student receives continues to be predictable by race, class and ZIP code. Special education students are warehoused in a gulag of out-of-sight contained classrooms and facilities, and their parents must take extreme measures to assure even their most basic rights. Central administration, by many accounts, is plagued by a dysfunctional culture that actively protects fiefdoms and obstructs positive change. Many highly influential positions are now held by non-educators, and there is more staff in the PR department than in the curriculum department. Recent teacher contract negotiations showed a pernicious anti-labor bias and an apparent disconnect between Carole Smith and her staff. Principals are not accountable to staff, parents or the community, and are rarely fired. Positions are created for unpopular principals at the central office, and retired administrators responsible for past policy failures are brought back on contract to consult on new projects.
If there is a hope for the district, it lies in community action of the kind taken by the Black United Front in 1980. The time for chronicling the failures of the district is over.
In his 1963 Letter from Birmingham Jail Martin Luther King Jr. wrote: “In any nonviolent campaign there are four basic steps: collection of the facts to determine whether injustices exist; negotiation; self-purification; and direct action.”
I think this Web site has served to establish injustice. Many of us have tried to work with the district, serving on committees, testifying at board meetings, and attending community meetings. My family has brought tens of thousands of dollars in grant money and donations to the district, dedicated countless volunteer hours, and spent many evenings and weekends gathering and analyzing data.
There is no doubt that injustices exist, and there is no doubt that we have tried to negotiate. It’s time for self-purification — the purging of angry and violent thoughts — and direct action. It’s time to get off the blogs and take to the streets.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
filed under: Achievement Gap, BESC, Blog, Equity, Features, High Schools, Jefferson High, K-8 Transistion, Labor Relations, Middle Schools, No Child Left Behind, PSF, Race, Reform, School Board, Segregation, State, Tax policy, Title I, Transfer Policy
