Posted on 01/11/2019 6:39:10 PM PST by aquila48
Portland Public Schools (PPS) has an unacceptably high achievement gap of 53% between white and African-American students. This gap is far worse than the state average. There are also troubling gaps in student achievement for students who are Native Hawaiian/Pacific Islander, Hispanic/Latino, or economically disadvantaged.
My team’s recent audit of PPS revealed a system that is grossly underserving low-income students and students of color. This is not acceptable in Portland, or anywhere. Every Oregonian should be alarmed and angered by these findings. Our kids deserve better.
High Funding But Low Results
Despite higher funding and lower poverty rates than most peer districts, management challenges at PPS and an inconsistent focus on performance are hurting students and teachers. Achievement gaps can mean that underserved students are years behind their peers in learning.
PPS has more funding per student than all Oregon peer districts, with $2,000+ per student more than each of the next 11 largest districts. PPS also has more funding than many national peer districts, along with equal or lower poverty rates than most state and national peer districts.
PPS is doing better than the state average at helping wealthy and middle-class white students succeed, as well as students with disabilities. However, low-income students and students of color are significantly worse off.
As we found in a statewide audit last year, high school graduation rates remain low, with worse outcomes for low-income students and students of color. While PPS should be applauded for recent small increases in graduation rates, there is far more work to do.
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Despite relatively high funding, PPS is spending a smaller percentage on instruction than many of their peer districts. So, where is the money going?
(Excerpt) Read more at content.govdelivery.com ...
“Similarly, we were interviewing a kid to do grunt work at our shop. Tbe other 3 guys seemed to think he was ok; I did not. So, I asked him what one-third of one-half was. He had no idea, and didn’t even seem embarrassed by that. We didn’t hire him.”
pretty high standards for “grunt” work, if you expect your applicant to know how to multiply fractions.
It is time to look at role models and motivation. Parent participation and better teachers cannot overcome bad role models and the life style of these role models undercuts what motivation the students may have.
Lol, “grunt work” meaning checking parts to within .0005”, etc. Not cleaning toilets. Anyway, that’s what, 4th grade math? I realize such a question would probably stump 80% of HS graduates. Hey, I didn’t like the guy.
it all about the sanctified teachers....
when you read "for the children" it really means "$$$$ for the teachers"....
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