Restricted transfers: how does this benefit black students?
July 21, 2009
A member of the Oregon Assembly for Black Affairs (OABA) e-mail list asks this very pertinent question:
Can anyone…help me understand the benefits to Black students to be required to attend a high school with an impoverished academic program compared to other Portland public high schools just because the Black students live in the neighborhood of an academically impoverished school?
This question is in response to Carole Smith’s announcement of a high school system redesign that would balance high school enrollment by eliminating the ability to transfer between neighborhood schools (choice would be preserved in the form of district-wide magnets, alternative schools, and charters).
The ideal, of course, is that all neighborhood high schools would have equitable offerings, so nobody would be “trapped” in a sub-par school.
But there is a significant lack of trust in the community, which Smith acknowledges. In her press conference announcing the redesign last month, she endorsed the restriction of transfers “with this caveat: We cannot eliminate those transfers until we can assure students that the school serving their neighborhood indeed does measure up to our model of a community school — with consistent and strong courses, advanced classes and support for all.”
In my minority report on high school system redesign, I proposed exceptions to the “no transfers” rule for transfers that don’t worsen socio-economic segregation.
“In other words,” I wrote, “a student who qualifies for free or reduced lunch could be allowed to transfer to a non-Title I school, and a student who doesn’t qualify for free or reduced lunch could be able to transfer to a Title I school. This is a form of voluntary desegregation that is allowable under recent Supreme Court rulings, since it is not based on race.”
I’m not sure if this is the kind of caveat Carole Smith is talking about, but I believe the district has proven it cannot rely on the trust of poor and minority communities who have been disproportionately impacted by district policy. In addition to increasing integration in our schools, this would provide a critical “escape valve” for minority communities while the district demonstrates its good faith.
While our current system ostensibly offers all students the opportunity to enter the lottery to get into a comprehensive high school, only students in predominately white, middle class neighborhoods are guaranteed access to a comprehensive secondary education.
The propposed high school redesign is definitive step toward closing this glaring opportunity gap (even if the achievement gap persists).
Steve Rawley published PPS Equity from 2008 to 2010, when he moved his family out of the district.
