by David Pruitt, Hein Nguyen, and Chris Sevilla Hope/Solution: Campaign Zero Campaign Zero is a police reform campaign proposed by activists associated with Black Lives Matter, on a website that was launched on August 21, 2015. The website provides 10 … Continue reading
Reading is Resistance Our class has spent the past ten weeks thoroughly examining the roots of educational inequity plaguing our nation, and even more specifically, our very own Portland Public Schools. While equality strives for fairness, it is educational equity … Continue reading
At what point are we going to realize that the one-size fits all approach does not work? Students should get the option of what school they best fit into. Should it be a situation where schools are inherently better than other schools? I think not, however, there should be schools that focus on math and science, and others that focus on visual and musical arts. Some students want to be scientists, whereas others want to be artists. There should not be a problem here.
I think about this and I recall a TED talk by Sir Ken Robinson. He speaks of a young lady who couldn’t sit still in class, (whom at this day of age would have been diagnosed with ADHD), and instead of determining that she was not a good student, she was taken to a school that fit her needs. Instead of trying to fit her into a mold that she does not fit into, she went to dance school. She thrived, grew and now she has been incredibly successful.
With standardized testing, we are trying to mine our youth for only one thing. Measurable results. We punish our teachers and schools if students cannot meet the expectations that are set by a testing board that seem to think that one size does fit all. Students are being stripped of their ability to think divergently and creatively so they can color in bubble ‘a’.
In an editorial piece by Bill Gates, Mr. Gates points out that despite what any common opinion, teachers WANT to be accountable to their students. It is just our way of measuring them that is not working. I also do not believe that monetary compensation is the most important thing to our educators. Do we give them opportunities for professional development? What if our educators received stipends so they also could continue their education? In other parts of the world teachers collaborate and mentor each other, teachers need to grow just as students do. Effective teachers will spread effective measures to other teachers given the opportunity. Do we give them that opportunity?
I do not believe that charter schools are an inherently bad thing. Having schools that have enable our youth to focus on what their interests are in can only boost their potential. We do need to have performance measurements, but their needs to be better ways.
In class evaluations by other educators, review by students, looking at artistic and academic improvement are just a few ways that we can move away from the standardized testing. While I agree that there is a certain breath of knowledge that our youth should have when they finish high school, there just needs to be a better way of delivering that knowledge, and evaluating them on it.
I read that Education Reform is going to be the Civil Rights battle of our generation. With everything that I have read recently I am beginning to believe that is correct.
After watching ‘Do School Kill Creativity?’ do you agree with Sir Ken Robinson? After reading the editorial by Mr. Gates do you agree? Do you think we need to restructure our school systems to allow our youth to flourish? Is our educational system that hasn’t been revamped since the industrial revolution due for a serious look?
Jonathan Kozol in an interview in BuildBetterSchools brings up a few controversial aspects of Charter Schools and public education at large. According to him, inequalities are now greater than twenty years ago. Addressing this issue, he remarks that “Some states have equalized per-pupil … Continue reading
Note: As part of the Enhancing Youth Literacy course, students are asked to find an “independent act of civic engagement” — to leap into the community and to share their presence, their observation, and/or their voice. Amanda used her volunteer … Continue reading
Note: This is the first post in a series from three volunteers in PSU’s Enhancing Youth Literacy Capstone. These three students worked at Parkrose High School as part of their coursework for the term. The post series is an in-depth look at the struggles that local high school students go through and the hope for their future.
Some of my first observations during my time at Parkrose High school were how nice the school looked from the outside and inside the building. The school looked to be a newer school with new technology throughout the classrooms. The classroom where I was positioned seemed to have a new projector for lectures. The teacher would take roll on her tablet and there was a classroom set of tablets for the students. The teacher would use them for some part of the lecture. The classroom honestly felt like a small college classroom in my perspective. The school looked like it had many resources to fulfill students’ needs accordingly.
I took some time to look more in-depth at how Parkrose High school was achieving when compare to the Portland Public School district of Multnomah County in Oregon. I was able look at graduation rates of PHS and comparing them to PPS. I took in consideration the averages and median rates of both districts to perhaps remove any outliers that might affect the average. The results I found for Portland Public Schools were an average percentage of on time PPS graduations was 73.36% in 2012. The median number of on time graduations for PPS was 76. Then the results for Parkrose High school were a bit lower. The percent of graduation in 2012 was a 69%. When comparing to the larger PPS district in Multnomah County, Parkrose seemed to be a bit “under achieving”.
There are 55 high schools in the state of Oregon with an on-time graduation rate below 50%. In addition, there are 27 high schools in the state with an on-time graduation rate of 90% or higher. Clearly there is a distinct line of separation. Out of the 46,724 students in the 2012 class, the state had an average on-time graduation rate of 68%. Of that class, there were 9,780 dropouts and 4,185 students enrolled for a 5th year.
So where does Parkrose High School fall? Of their 271 student class for 2012, there were 50 dropouts, 31 students enrolled for a 5th year, and they were slightly about average with an on-time graduation rate of 69%. Parkrose came out with a Level 3 (Middle tier) Performance Rating. With two rating levels (4 & 5) above them, Parkrose still has room for improvement. However, they are far from the bottom of the pack. Based on their on-time graduation rate and performance rating, it can be inferred that Parkrose High School, in comparison to the rest of the state, is ‘average.’
See the link below for additional state and school specific graduation rates.
Based on data collected from the states for the Class of 2010, the National Center for Education Statistics estimated that 78% of students across the country earned a diploma within four years of starting high school. The graduation rate was last at that level in 1974.
Students in Maryland and Virginia had higher graduation rates than the national average — 82.2% and 81.2%, respectively.
It is common for major cities to have a higher dropout rate and lower graduation rate than states. One study found the graduation rate for the Class of 2005 in the United States’ 50 largest cities was 53%, compared with 71% in the suburbs.
Boys dropped out of school in higher numbers than girls in every state. The national dropout rate was 3.8 percent for boys and 2.9 percent for girls.
Dropout rates do not combine with graduation rates to total 100 percent because they do not include students who take longer than four years to graduate or those who earn GED certificates.
As for Parkrose, 50 students dropped out, 31 enrolled for a fifth year, and 69% of the students graduated on time in 2012. This puts them at the low end of the national spectrum, significantly below the average of 78%.
What Students at Struggling Schools Face
Students who attend poorly-funded schools are at a disadvantage when it comes to getting into college, especially since they are forced to compete with students who attend safer, better-funded schools. These schools often offer better books and programs.
An even larger problem is the lack of engagement by the students, for which both they and the teachers are to blame. The students are often jaded by the poor quality of their surroundings, which leads to less interest in academic activities. The teachers can also be guilty of apathy, but the main problem is financial. More money means more programs, more supportive adults, and more proactivity in keeping students interested in their educations.
Note: As one of the options for the culminating reflection in my Enhancing Youth Literacy Capstone at Portland State University, students can create a plan for continued civic engagement. Some of my students are willing to share this wonderful work. I will be posting some of these plans as they are submitted.
While volunteering as a part of this class, I found myself wanting to help kids more in ways other than doing after school programs and helping in classrooms. I keep going back to teaching in some form or another. I truly enjoy teaching and watching and helping children learn. I connected with a past classmate, named Nicole as well, and she had volunteered at Doernbecher’s children’s hospital in Portland. She told me that she was like a teacher/teaching assistant to children in the intensive care unit. These kids were too sick to go to school but obviously still need to learn. She mentioned that they were incredibly eager to learn and wanted to do work because they were somewhat bored. I felt immediately that that was my calling and that I needed to go out and apply. Continue reading
Attending Race Talks
When I walked into McMenamins Kennedy School at 6 pm on the evening of February 12th, a burst of nerves hit me. “Who goes to a Race Talk?” I wondered, as I wandered into the gym. People of all races and classes representing many age groups filled many of the seats around the round tables taking up much of the large room. Each chair had a pile of papers in front of it.
The topic, declared by the pamphlet on top of the papers, “Race & the Housing Crisis” seemed pertinent, both in relation to my personal backyard in North Portland as well as to what we have been discussing in class on segregation in neighborhoods and schools and my own experiences volunteering at Portland Youth Builders. Donna Maxey, the organizer of Race Talks, introduced the panel as I talked to my tablemates, two lawyers, a grass roots activist and several concerned citizens, but the speakers quickly grabbed my attention. The panel varied widely from activists to politicians to lawyers.
JoAnn Hardesty started us off by breaking down the history of the Housing Crisis in Portland, touching on Urban Renewal or, as she said, “Negro Removal” as well as Redlining and Exclusion Laws. Here’s an article going into more detail about these topics:
Everyone Deserves Stable Housing
Moloy Good followed with information on the displacement of minorities from North and North East Portland into the outskirts of South East and North East Portland as well as legal information and hotlines for assistance. The Oregonian, he mentioned, did a four part series called “Locked Out” that describes the unfair housing practices in Portland. Continue reading
I thoroughly enjoyed reading “Stand Up For Children” by Marian Wright Edelman, published in Paul Loeb’s book The Impossible Will Take a Little While. In my opinion, education is not a privilege; it is a right. It’s a right for … Continue reading