November 10, 2008
by Steve Buel
With George Bush as President the only avenue to change seemed to be moral outrage. This played out not only in national affairs but in communities throughout the country. Reason, as well as intellectual arguments, seemed to be neither effective or welcomed.
Well, the times they are a changin’.
Obama’s demeanor and intellectualism create a model of calm civility and serious problem solving…. Let’s sit down and talk this out. Let’s work together to solve the obvious. We can make good things happen for all our citizens. Yes we can.
So, how should this play out in Portland Public Schools? The first step it seems is to recognize the obvious and work to bring about major improvements where they are needed. Forget selfishness, greed, and getting yours at the expense of everyone else’s kids.
Here are some of the obvious things we need to address:
- In a public school system all kids should have equal offerings and opportunities based on their needs.
- Middle school age students need electives, athletics, music and the arts, and activities to help build their interest in school.
- Kids who can’t read should get the help they need so they can.
- The main focus of all schools should be on what takes place in the classroom where most of the learning happens. This includes great support for teachers and working hard to have orderly schools and classrooms.
- High stakes testing is not as important as good, solid education which prepares students for life, ncluding future schooling, the job world, citizenship, and happiness.
- Kids who can read decently well should have their education broadened in the arts, the sciences, the social sciences, and technology.
- Kids who don’t get good family support should get extra help from the schools in overcoming those drawbacks.
- Kids who work and excel should be able to go as far as they can, both through extra course work and special programs.
In the new spirit of America (really the old spirit of many of our childhoods) let’s work together to make these deferred dreams a reality.
Steve Buel has taught in public schools for 41 years. He served on the PPS school board (1979-1983) and co-authored the 1980 School Desegregation Plan. He has followed PPS politics since 1975.
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October 2, 2008
by Rita Moore
Just a quick update. I attended a TAG information meeting tonight where the TAG coordinators announced that all 2nd graders in Title 1 schools will be screened this year for TAG through “culturally fair, non-verbal” assessments. Kids who appear to be potential TAG candidates will then go through a more formal assessment process. Next year, all 2nd graders District-wide will be screened. I hadn’t heard this before and I know nothing about the nature of the screening tool they will be using, but it seems to me that this is a positive development that deserves some good press.
This new initiative is in addition to the existing process by which parents and teachers can nominate students for testing.
It’s a small step, no doubt a response to the state finding that PPS was not in compliance with state TAG standards, and certainly won’t redress the longstanding disparity in TAG identification, but I’m very pleased to see PPS taking to heart some of the critiques of the program.
Rita Moore has a Ph.D. in Political Science and taught at universities in the US and Europe for 18 years. She now works as an advocate for children in the child welfare system and volunteers as a mediator and facilitator. She has one child in PPS and recently ran unsuccessfully to fill the vacancy on the School Board.
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September 21, 2008
by Steve Rawley
Lest the casual reader believe PPS Equity is solely focused on the things Portland Public Schools is doing wrong (we’ve been described as “scathing” by Sarah Mirk at the Merc), we should pause and take note of the things that are on the right track.
In Carole Smith’s September 5 speech (58KB PDF) to the City Club of Portland (reviewed by Peter Campbell here and by Terry Olson on his blog), she highlighted what I see as a significant policy shift from her predescessor. In her prepared remarks, she says
…our high school campuses with the lowest enrollment — the ones usually suggested for closure — each have at least 1,400 high school age students living in their neighborhoods. As a city, we have a choice: We can declare defeat, shut down those campuses and tell 1,400 students they have to take a long bus ride every day to a high school in a more affluent part of town — sacrificing their ability to participate in athletics, after-school programs at those schools that meet families’ needs and are attractive to students.
I’m not ready to give up on those schools and on those neighborhoods.
Hey, I could have written this! In fact, I have, many times.
(The next step is to figure out how to pay for it. I’ve long suggested balancing enrollment through a combination of equalizing opportunities across the district and a neighborhood-based enrollment policy. Carole Smith and her staff haven’t made that next step yet, but unless they have a 50% increase in funding or want to cut programming in wealthier neighborhoods, balancing enrollment is the only way we’re going to get there.)
Finally, we’re hearing talk of “equity of access,” which sounds pretty darned close to the “equity of opportunity” I’ve been calling for.
The significant question about “access” is whether we will continue to have a two-tiered secondary school system — comprehensive middle and high schools for the wealthier half of the city and K8s and “small schools” high schools for the rest — or whether we’re going to work toward eliminating the ability to know the wealth of a neighborhood by the type of school you find there.
Smith is taking the first steps on the path to what I call equity; to that end, her staff, “by the end of this school year, … will define the core educational program to be offered at each of our high school campuses, as well as a plan to fund it within existing resources.”
You have to assume this will be a pretty low bar, as it has been with K8s. (The minimum 6-8 curriculum being defined for the K8 transition is significantly less than what was already available at every middle school in Portland before the K8 conversion.) But we’ve got to guarantee that students are at least able to graduate with the classes available, something that isn’t necessarily possible at some of Portland’s poorest high schools, a problem aggravated by the district’s rigid implementation of the “small schools” model at Madison High School, for example.
Nevertheless, these implementation details, along with a continued focus on assessment, do not detract from the fact that Carole Smith is on the right track in significant, broad stroke ways.
Talking about high schools before talking about facilities. Talking about “equity of access”. Talking about where students live (as opposed to where they’ve transferred to) as a critical element in the design of the high school system.
It’s easy to point to missed opportunities to take immediate action and show a real commitment to equity of opportunity: Madison High, K8s, Libraries, etc. But it seems to me the winds have shifted, and if we actually put some of Carole Smith’s words into bold action, we’re going to see a turn-around from the laissez-faire, two-tiered, self-segregated “system” of education we currently have.
Then it just becomes a question of urgency. Every year we wait, we lose another class of students.
It wouldn’t hurt if the school board put a little more wind at Carole Smith’s back in this regard.
Steve Rawley is the father of two PPS students and is publisher and editor PPS Equity.
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