Portland Public Schools student teacher Kenneth Libby, who contributed to Peter Campbell’s discussion of Arne Duncan here, expands on his thinking for a much greater audience today on Alexander Cockburn and Jeffrey St. Clair’s CounterPunch. Suffice it to say, Libby is not as optimistic about Duncan as Campbell or Chicago schools activist Michael Klonsky (who also took part in the original conversation here).
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
The server that hosts PPS Equity has been experiencing technical difficulties due to increasing loads (the PPS snow cancellations brought unprecedented traffic to this site from users seeking up-to-date school closure information) and a coincidental hardware problem (a failing router), but help is on the way.
A new, more powerful server is coming for the new year, and a new router should be installed in the next two days. In the meantime, you can expect intermittent outages and slowness from the PPS Equity Web site. Thank you for your patience!
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
I see him as something of a conundrum. Consider this: Duncan signed both the Joel Klein/Al Sharpton-backed Education Equality Project statement and the “Bold Approach” statement — a critique and counter-proposal to NCLB signed by progressive educators like Pedro Noguera, Linda Darling-Hammond, and John Goodlad (among others).
So will the real Arne Duncan step forward? Does he agree with the central message of the “Bold Approach” statement? Evidence demonstrates . . . that achievement gaps based on socioeconomic status are present before children even begin formal schooling. Despite impressive academic gains registered by some schools serving disadvantaged students, there is no evidence that school improvement strategies by themselves can substantially, consistently, and sustainably close these gaps.
Or does he believe, like so many neoliberals, that “poverty is an excuse”?
Mike Klonsky holds out hope that Duncan was a tool of Chicago mayor Richard Daley and, once out from under his thumb, might produce meaningful reform. Something — albeit a small scrap — to be optimistic about RE: the fed’s role in education?
Peter Campbell is a parent, educator, and activist, who served in a volunteer role for four years as the Missouri State Coordinator for FairTest before moving to Portland. He has taught multiple subjects and grade levels for over 20 years. He blogs at Transform Education.
As reported in The Oregonian today, Portland Public Schools has significantly scaled back their facilities planning, and pushed back the date to float the measure to fall 2010 at the earliest.
Originally discussed as a billion dollar capital bond intended to fix a major maintenance backlog as well as rebuild the high school system, it is now being proposed as a $270 million “something for everyone” plan.
Key among the improvements is basic facilities funding for the K8 transistion begun three years ago with no planning for facilities. (K8 schools, which serve disproportionate numbers of poor and minority students, also continue to struggle with inadequate operational funding.)
It is noteworthy that before the K8 transition began, all middle grade students in PPS had access to age-appropriate facilities.
Since the proposed bond does not fund new middle schools for the areas of the district underserved by them (Jefferson, Madison, Marshall and Roosevelt), it would appear to reinforce the current system of middle schools for white, middle class neighborhoods and K8s for the rest.
While it’s encouraging that the district has stepped back from the brink of allowing the facilities tail to wag the education policy dog on high schools, they continue to let facilities planning reinforce the “accidental” two-tiered middle grade design.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
Oregon’s revenue system is a source of puzzlement in many ways, perhaps none more than the “kicker” which sends collected tax revenue back to taxpayers if revenues exceed forecasts.
Jeff Mapes reports in The Oregonian that the captains of industry, who last year sacrificed the business kicker to create a state rainy day fund, now want individuals to ante up. A great idea, even if it does come from a dubious source. The O’s editorial board agrees, and calls on the legislature to make statutory adjustments to the constitutionally enshrined kicker law.
The tax burden in Oregon, once equally balanced between individuals and business, has shifted dramatically to individuals in the wake of 1990’s disastrous Measure 5.
Hopefully our Democratic governor and Democratic state legislature will figure out a way to squeeze some more revenue out of Oregon’s businesses to restore some of the revenue lost 28 years ago, as well as restore a little balance to our tax system.
The differences are stark, and they have been from the beginning. Melton notes that young African American men are “more likely to attend public schools with the least resources,” and in that regard the Young Men’s Academy (YMA) clearly was a giant leap in the wrong direction.
A promised academic focus on business never materialized. They didn’t even have a math teacher until half way through the first year.
By contrast, Melton describes a Young Women’s Academy (YWA) with not only a math teacher or two, but classes in “ballet, engineering, woodworking and journalism.”
Unfortunately, the picture for the Tubman girls isn’t as rosy as Melton paints. They may have a dance teacher, but they don’t have a staffed library — the only PPS high school with that dubious honor. Enrollment hasn’t increased as expected, even as they progressively add grades each year. They don’t have the same kinds of after-school programming as the main Jefferson campus, or consistent transportation options to get between campuses for events and activities. Getting to their building on foot requires dangerous street crossings.
The Bush administration issued rules changes for Title IX enforcement which would appear to allow Tubman to continue without a boys-only analog. But with a new administration, the historical failure of PPS to fund its various experiments in “smallness” (Small Schools, K-8, open transfers), and the looming budget shortfall, supporters of the YMA have reason to be concerned for the future of their school.
Many factors can be cited for the failure of the YMA and the threats to the YWA. But the failure to offer the promised programs at the YMA and the continued underfunding of the YWA are critical elements.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
According to The Oregonian‘s report, Robb teaches a class that includes 40% English Language Learners (ELL) and 80% who qualify for free and reduced lunch.
Congratulations, Bonnie!
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
Beth Slovic reported on Willamette Week‘s blog last month that Ben Joy (a critic of Phillips’ disastrously rushed K-8 conversion) would not run for the zone 5 seat, but he now appears to be considering a run, according to the Trib.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
sta·sis \ˈstā-səs, ˈsta-\ noun 1: a slowing or stoppage of the normal flow of a bodily fluid or semifluid: as a: slowing of the current of circulating blood b: reduced motility of the intestines with retention of feces 2 a: a state of static balance or equilibrium : stagnationb: a state or period of stability during which little or no evolutionary change in a lineage occurs
Stakeholders in Portland Public Schools have noticed that not much seems to be getting done (at least publicly) on several critical issues.
K-8 The Superintendent’s PK-8 Action Team hasn’t held a public meeting or posted new information since May, at which time the lack of library staff was identified as a critical issue. Five K8 schools continue to operate without library staff, and no status has been reported on adjusting the budget formula to provide more opportunity to the small cohorts of middle graders in K8 schools. The lack of a comprehensive middle school option in two of nine clusters (Jefferson and Madison) continues to be a glaring symbol of the inequity that is being institutionalized by the lack of action on this issue.
Libraries Eight schools in PPS have no library staff whatsoever, including five K-8s, one PK-5, one 6-8 and one 6-12. Three high schools lack a certified media specialist. There has been talk of making library staff centrally-funded, as was done in the last budget for counselors, but there is no visible progress on this.
High Schools The high school design team hasn’t posted any new information since September, when it posted a high level goal statement (PDF). A community committee to provide input to this group never materialized.
Transfer policy Two and a half years ago, county and city auditors found that the district’s transfer policy led to “significantly less socio-economic diversity in schools than would be the case if all students attended their neighborhood school,” contrary to its stated intent to “promote equity, diversity and student achievement.” They also found that “the transfer policy competes with other Board policies such as strong neighborhood schools and investing in poor performing schools.” (Flynn, Suzanne and Blackmer, Gary. “Portland Public Schools Student Transfer System: District objectives not met” (PDF) June, 2006.)
Since this audit report was published, the school board and administration have failed to address the central question (What is the purpose of the school choice system?) or make any modifications to mitigate the damage it causes. Each year we are told it is too late to make changes for the coming transfer cycle.
Likewise, this year, a citizen committee was to be formed, announced several weeks ago. The committee still has not formed, though applications were taken and applicants were interviewed. With the transfer cycle for 2009-10 set to open January 23, it appears the district has once again stalled long enough to avoid any changes or clarifications for yet another year.
Meanwhile, schools with high out-transfer rates continue to be punished by a funding formula that drains funding along with enrollment. It is unlikely this will be changed, since the budget cycle is soon upon us as well. Update, 12:40 p.m.: The committee has been selected and will hold its first meeting two and a half weeks before next year’s transfer cycle begins.
Facilities Efforts to get a billion dollar facilities bond on the ballot came to a screeching halt last winter, and soon after, a high-priced consultant’s scathing e-mail went public. The official reasons for holding off on the bond were reasonable (we need a high school design first, and there was a good chance the double majority law would be overturned, allowing a bond to be passed during a special election). But with no visible progress on high schools or K-8s, this “critical” issue seems to have been reduced to a simmer.
Equity As with high schools, a committee of community members had been suggested to advise the superintendent’s equity team. No such committee has been announced, and no information has been posted about the internal team. With equity the “over-arching” goal of Carole Smith and her second budget cycle looming, you’d think this would at least be a public relations priority.
I certainly don’t mean to imply nothing is being done. But given the severity of the problems, the disgrace they bring to our fair city, and the superintendent’s stated priorities, it’s shameful actual change on these issues is evidently being kicked down the road yet another year. Our children aren’t getting any younger.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
There is a school district, of similar size and demographics to Portland Public Schools (37,789 students, 42% minority, 33% free and reduced lunch, 16% ELL), with less funding per student than PPS, that manages to maintain strong and equitable neighborhood schools and a vibrant school choice program.
All of its neighborhood K-5 schools have music, P.E. and a library (staffed with a certified media specialist).
Options start in the middle grades (6-8), with every student assigned to a comprehensive middle school. Every neighborhood middle school offers world languages and elective options in the arts such as band or orchestra, choir and art. All middle schools also have after-school activities.
If a family is not happy with their comprehensive middle school assignment, they can choose from one of three K-8 schools, or one of several schools specializing in the arts, health and science, environmental science, an international school, or a school for highly gifted students.
As with the middle grades, every high school student is assigned to a comprehensive high school, each offering a broad and deep selection of advanced placement classes, world languages and electives, including fine arts (instrumental music, theatre, art, etc.), business, technology, etc., and each offering a wide variety of after-school programs.
For students looking for options not available in their assigned high school, choices include continuations of the middle grade arts, international, and health and science schools, as well a high school focused on science and technology and a “small school” focused on individualized instruction, independent learning, and real-world experience. They may also enroll in an International Baccalaureate program.
How do they do it?
Their system is grounded in neighborhood-based attendance. Neighborhood schools are strong enough and offer enough of a comprehensive curriculum to be the first choice of the vast majority of families.
Choice is limited to option schools; neighborhood-to-neighborhood transfers are only allowed in exceptional circumstances. With schools sized according to attendance area, they are able to maintain funding and programming.
Schools are considerably larger than schools in PPS (with K-5s around 600 students, middle schools 1000 and high schools 2000), with the trade-off of comprehensive curriculum in every neighborhood school.
And what’s the school district? Beaverton.
It is remarkable how well-planned, consistent, fair and equitable Beaverton is. They actually have a well-designed system of K-12 education, with a well-thought out curriculum guaranteed to every student in every neighborhood school that is as good or better than the best of the best in PPS.
Compare and contrast this to the shameful, utterly disorganized state of Portland Public Schools, where this kind of schooling is only available in the whitest, wealthiest neighborhoods.
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
We’ve been taking baby steps toward equity for a while now, with no appreciable difference to schools and students in non-white, non-middle class neighborhoods. It’s time for some giant steps (and a little musical interlude).
If you can follow this, thank a music teacher (you won’t find many in Portland Public Schools, especially in poor neighborhoods, since the big cuts that followed Measure 5). Giant Steps, by John Coltrane:
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
