Mrs Frances Schoen-Newspaper Room
University of Oregon Library
tugene, Oregon 97403
Vol. XVII, No. 46
October 1, 1987
uSPS
r»ir
25$
Are Portland Schools
Educating Our African
American Youth?
______ Yes! Says Dr. Matthew Prophet_____
Responding to charges leveled by Black United Front Co-Chairman
Ron Herndon that African American youth were not receiving a quality
education in Portland's public schools, Dr. Matthew Prophet, School
Superintendent, labeled as unfair what he perceived as a characterization
by Herndon that most African American students were performing poorly in
Portland's public schools.
The charges stem from Herndon's allegations that the Grade Point
Average (GPA) of African American students in Portland's middle- and
senior high schools is 1.95, as opposed to 2.45 for White students and 2.75
for Asians. Herndon also claimed that based upon the school district's own
projections, it would require 30 years to close the achievement gap.
While ackowledging the problem as being extremely serious. Dr. Pro
phet released the following statement to the Observer to counter the
charges:
"The current rate of growth in the academic achievement of poor and
minority students in the Portland schools is higher than ever before in the
history of the school system.
Any estimate as to how long it will take for the average achievement
level of poor and Black students to equal that of the highest achieving majo
rity students must be understood to indicate that such an estimate is being
made only at a given point in time and, assuming that nothing changes, or
that no further initiatives will be undertaken to change the status quo.
If, for example, the question would have been asked in 1982: "How
long will it take to close the achievement gap?", the estimate then (assu
ming no further improvement wouid have occurred) would have ranged
between 60 and 80 years. If that same question is asked today, assuming
again that no changes or improvements in programs for poor and minority
are to occur beyond what currently exists, the estimate is probably in the
range of 30 years.
The fact of the matter is, however, that massive improvements an
being constantly made in literally hundreds of programs throughout the
District on an ongoing basis, and such changes and improvements will
continue to be made. Actually it is impossible to predict when the achieve
ment gap will be closed fully, any more than it is possible to predict when
other conditions in the total American society will become such that there
will be equity between all ethnic groups.
I would like to make the following statements which I feel are impor
tant for the total Portland community to know:
The firs t is: The level and rate of improved achievement of poor and
minority students are currently higher and more accelerated than at any
time in the past.
The second is: The employees of this school system are dedicated to
the task of closing the achievement gap and are working very hard toward
that objective.
The th ird is: Parents and citizens who are interested in knowing more
specifically about the many special programs and initiatives that have been
implemented by the school system to improve our programs for all children
are invited to contact my office. I will provide them with a great deal of
official information which I feel will promote greater appreciation for the
massive work being done in the interest of all students.
Finally: and most importantly - I will prepare a full report for our
community relating the details of specific initiatives that are underway. I
will request that the Observer and other media publish and/or announce
this report to the public.
M a tth e w W. Prophet
S uperintendent o f Schools
Dr. Prophet pointed out that while the school district has the ultimate
responsibility for educating youth, "the process really begins at home," he
states. "I am extremely impressed with the interest of parents in school
activities, but there is not enough participation. Parents should really get
involved even during the pre-school years by periodically visiting the
school, getting to know their child's teacher, and reviewing the curri
culum."
Another problem confronting the schools, according to Dr. Prophet,
is the unemployed parent. "If the parent is not working, the likelihood of
the child failing in school increases significantly," he claims. "Subsequent
ly. it requires an investment from business and government, and a total
commitment from all of society, to eradicate social and economic barriers
in closing the achievement gap."
Prophet pointed to "The Leadership Roundtable", a group of business
and civic leaders, as one which is attempting to address the problem. "The
Roundtable" is headed by an executive committee comprised of Rober L.
Breezley, chairman, Business/Youth Exchange of the Portland Chamber of
Commerce, Vice-Chairman and Chief Operating Officer, U S. Bancorp;
Mayor Bud Clark; Dr. Prophet; and Vern Riles, Chairman, Private Industry
Council, President, Poppers Supply Co. Their diverse membership is work
ing to consolidate fragmented youth employment programs, stimulate pri
vate sector involvement in schools, and develop a master plan — "The
Portland Investment" — to reduce school dropouts, provide increased em
ployability skills, and provide access to jobs, especially for low-income and
minority youth.
"W e seek to provide employment opportunities for youth which, hope
fully, will relieve the household of some of the economic pressure. From
this could possibly come more parental monitoring of school activities,
he stated.
Dr. Prophet also pointed to the District's use of national consultants
as an effective means of developing, adjusting and evaluating school pro
grams and curriculum. Some of their recommendations are being tested in
programs like:
Con't. on Page 4
N o l Says Ron Herndon
I
Calling the Portland Public Schools' programs for educating African
Americans, Hispanics, poor Whites and other disadvantaged minorities a
state of "disorganized, chaotic confusion,” Ron Herndon, Co-Chairman of
the Portland Chapter of the Black United Front, challenged the School
District to develop alternatives to its current methodology for educating
Portland youth.
"The Portland Public School District has chartered a course for edu
cating African Americans, Hispanics, poor Whites and other minorities, but
the course they have chartered does not address the educational needs of
the students, nor does it reflect the views expressed by Dr. Prophet to his
supporters when he was being considered for school superintendent. The
charges were made after reviewing documents Herndon claims were shown
to him by Dr. Prophet in Prophet's office which listed the Grade Point
Average (GPA) for African American middle- and high school students in
Portland's public schools at 1.95 as opposed to 2.45 for White students
and 2.75 for Asians.
Even more shocking, according to Herndon, was the Superintendent's
revelations that, based upon the School District's own projections, it would
require thirty years to close the achievement gap. (NOTE: The GPA and
thirty year projection are confirmed by Dr. Prophet, but with points to clari
fication. Prophet also strongly refuted most of Herndon's allegations in a
statement released to the Observer.)
"Five years ago," Herndon alleges, "th e Superintendent espoused a
philosophy that appeared to be consistent with the goals of a community
concerned with educating its youth. His ideologies on programs and curri
culum development, his eagerness to develop a dialogue with community
leaders, his remarkable track record as a public schools administrator were
all factors in his selection. But the programs and curriculum developed by
the School District to address minority educational needs have failed after
five years and I refuse to tell my children that it's going to take thirty years
to catch up.”
Herndon accuses Prophet of breaking a promise he made to communi-
cate with community leaders regarding community, parental and student
concerns on issues pertaining to the School District. According to Hern
don, meetings he and others have had with Prophet and other School Dist
rict officials to express concerns about programs or staff have resulted in
luke warm responses or just plain ignored.
"The SEED Project is a prime example of the District's naive approach
to closing the achievement gap." (NOTE: SEED is a math program that
teaches elementary students from lower social economic status back
grounds about advanced math concepts. Its purpose is to increase adapted
version achievement and math esteem. It has been endorsed by several
national consultants hired by the School District.)
"SEED is an excellent idea but is ineffective because the project re
quires a teacher with a math major and a strong math background. But he
has yet to act on the recommendations of the consultants they brought
in to make the program functional."
Herndon states the consultants are hired for a two or three week
period, but, when they leave, a non-math major is assigned to teach the
class. Yet, the School District expects continuity.
Herndon also accused the School District of breaking a commitment
made to the Desegregation Monitoring Committee (DMAC) which was
created by Dr. Prophet in 1986. The agreement stipulates that DMAC
would be allowed to review documents outlining contributions ethnic
groups have made to art, science, math and music from a historical and
contemporary prespective. Also violated was an agreement to allow the
task force access to the scripts used by the national consultants who wrote
the document prior to video taping for teacher training, Herndon claims,
and states these were but two of many instances of violation of trust and
non-responsiveness by the School District.
These events and the fact that the Multi-cultural/Multi-ethnic coor
dinator has not respected written commitments made with the task force
led to his resignation from the twenty-five member group, he acknow
ledged. "W hen it was brought to Dr. Prophet's attention that the coor
dinator was ineffective, the Superintendent refused to take corrective
action even though he agreed that the individual was not performing to the
Con't on Page 4
I
■ A
•^♦71 I
'• i
•
• .