Randy Leonard’s Raw Interview from dalas verdugo on Vimeo.

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Mayor

Flip a coin. The business candidate who can’t articulate a single policy proposal (or pay his rent and taxes on time) or the career insider in the hip pocket of the big condo developers who will bring nine-story “green” towers and rich white people on bikes* to a gentrifying neighborhood near you. Dozono may be the best hope for a break from big-time public subsidies to the Homer Williams set, but don’t expect him to utter the words “rent stabilization” or “gentrification.” If you’re a renter, working class, poor, black or brown, you don’t have a dog in this fight. You can write me in if you want.
*I support equal rights for bike riders on our roads. Don’t take this statement as a repudiation of the bike community.

City Commissioner seat #1

Amanda Fritz. Transit nerd Chris Smith would turn the city into one big Pearl district he could. Charles Lewis? Meh. Not impressed. He seems quite angry, and quite willing to use his non-profit as a platform to jump into a higher-paying job. (Of course it’s all for the good of the children!) Jeff Bissonnette? Nice guy. Doesn’t have a chance. Mike Fahey? Grumpy old man; not running a serious campaign. John Brannam? His campaign seems to be a jobs program for unemployed alt-weekly editors.

City Commissioner seat #2

Ed Garren. Of all the candidates running for city government, Garren gets gentrification the best. I’ll give Nick Fish a green light, too. He understands neighborhood issues, and he’s the candidate with a real chance to beat Sten’s anointed successor Jim Middaugh.

State measures

These were off my radar until I got my ballot. There are no arguments in opposition for any of them, but the arguments in favor scare me. Kevin Mannix. Crime victims’ rights groups. District attorney’s groups. My knee-jerk reaction is to vote against them, based on who is in favor of them. Use your best judgment on these. I got nothin’.

Democratic primary

I’m not registered Democrat, so I don’t get a vote in these, but here’s my take on the races:

Senate

Flip a coin. I like Novick personally. But policy-wise, there’s not much space separating him from Merkley. Either one would be to the left of Wyden, not to mention Smith. There seems to be a battle going on for the heart and soul of the state party, and it’s a freakin’ ugly fight. The old circular firing squad, as third-party spoiler John Frohnmayer called it. Frohnmayer, a former Republican, is coming into this race as a populist progressive. He will likely hand the race to Smith, regardless of who wins the Democratic nod. Like the mayor’s race, it’s a sad state of affairs. (I’m just reporting what I see, folks.)

President

Obama, simply because I don’t think Hillary stands a chance against McCain. Both Clinton and Obama are closer policy-wise to Bush than they are to me, and they are both bought and paid for by Wall Street. I strongly suspect the Democratic party is going to figure out a way to fuck up yet another in a string of gimme elections, and we’re going to be stuck with a McCain/Lieberman White House in January. Obama has an insurmountable delegate lead, but I wouldn’t be surprised to see the party bigwigs throw it to Hillary.

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I always find that on International Workers Day it is good to reflect on the basic reality that labor creates all wealth. This year, as the global economy teeters on the brink of calamity, the end game of three decades of deregulation of the financial sector, this concept is especially poignant.

Hedge fund managers, investment bankers and stock traders don’t create wealth, they skim it. It would actually be more accurate to say they steal it, since they don’t produce anything of intrinsic value to society.

The sub-prime crisis is just the canary in the coal mine, indicating a financial system rife with ethical corruption and iniquity. Among other things, this crisis represents one of the greatest transfers of wealth away from black Americans in the history of our nation. To blame the victims, even as we bail out the predators to the tune of $30 billion, is as offensive as it is ignorant.

Capitalism is predicated on continuous growth. Like a shark, it must keep moving to survive. This basic premise ignores the fact that we live in a closed system with finite resources. It is becoming undeniable that the system is feeding on itself in a way that, if left to its own devices, will lead to its demise, much like Marx predicted.

It may not be too late to steer clear of total collapse. The first step is to re-regulate all aspects of the financial sector.

We’ve also got to stop squandering money and lives on the Iraq occupation. This military adventure is part and parcel of the gross upward redistribution of wealth of the past decades.

And we’ve got to socialize health care in this country as part of a new New Deal. Instead of continuing our devastating investment in “killingry,” as R. Buckminster Fuller called it, we need to reinvest in “livingry.”

Will Obama be the FDR to Bush’s Hoover? So far both Democratic candidates have bent over backwards to show their loyalty to Wall Street, which indicates we’re not likely to see any major change of course from three decades of bi-partisan neoliberal deregulation.

There is another way, which is better for the planet, better for our neighbors, and which, above all, gives credit where credit is due: to the workers.

Too bad nobody running for president is willing to talk about it.

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Now that the dust has settled after the Mayor’s Week at Jefferson High School, we in the community have had some time to think about things.

When Superintendent Carole Smith’s chief of staff Zeke Smith met with Jefferson community parents late last year, he asked for “proof points” that could be implemented at Jefferson by the start of the 2008-09 school year.

At the time, the only thing I could come up with (besides the idea of funding the school at two to ten times the district average per student in order to restore comprehensive programming) was to tear down the walls between academies.

So far, so good. They’ve announced their intention to do this.

But, like I said at the school board meeting, this is a very small first step in the right direction. (It’s what the community has wanted all along, and it will add teaching FTE at no cost, so it’s kind of a no-brainer for the district.)

In other words, this is not enough. In addition to this move, and the introduction of Advanced Placement (AP) classes, I would like to see the restoration of the music department at Jefferson. It is utterly shameful that a performing arts magnet school does not have a music program. I would like to see at least two FTE positions restored to Jefferson, one choral and one instrumental.

There is some amazing musical talent at Jefferson, but none of these student artists is getting high school credit for it.

But let’s not kid ourselves. You don’t start a band in high school by buying some instruments and hiring a teacher. We need to restore band to the elementary and secondary grades, too. I would like to propose Jefferson cluster elementary and middle bands. The teacher could travel among the eight feeder schools to give individual lessons, and have band rehearsals in the Jefferson band room. So that makes three FTE positions.

We’ve got to get serious in this city about our core curriculum, and music is part of that.

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After eight months of negotiations, Portland Public Schools is sticking to their “initial offer” of a 33% pay cut for our custodians. This is an insult to working people everywhere. This would guarantee the loss of many experienced custodians. They are already understaffed, and our children’s health safety will be further jeopardized if we don’t convince PPS negotiators to come to the table with a reasonable offer.

There is a rally Tonight, at 6 pm at PPS headquarters, 501 N. Dixon St. This rally will feature none other than SEIU International president Andy Stern. Stern will also be speaking at a forum tonight, America: A Country of Greed or Greatness? (7:30, First Congregational Church, 1125 SW Park Ave.)

Here’s a printable placard (53KB PDF) to take to the rally and the school board meeting that follows.

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In any nonviolent campaign there are four basic steps: collection of the facts to determine whether injustices exist; negotiation; self-purification; and direct action.

–Dr. Martin Luther King, Jr., Letter from Birmingham Jail (78KB PDF) (quote sent to a Jefferson High School e-mail list)

Those of us working for equity in Portland Public Schools are on the second step: negotiation. We’ve clearly documented the gross inequities plaguing the district, and we’ve outlined sensible ways to address these problems. We’ve been speaking to the school board about this for years now, and we’ve taken our concerns to the city council.

Our civic leaders are now saying they “get it” (how could they not?), but we have yet to see any significant concrete action to “address it.”

If the school board fails to address this inequity in a meaningful way, Dr. King has pointed the way toward direct action. Will we need to organize walkouts and boycotts of our schools that have been starved by the institutional racism and classism of PPS? Will we need to do sit-ins at our more comprehensive schools across town? Do we need to draw national attention to the shameful state of our schools before the school board makes significant policy changes to address it?

Don’t get me wrong; I’m not calling for direct action right now. I’m willing to give negotiations a chance, and I think we have a reasonable partner in Carole Smith. But policy makers need to be on notice that patience is thin, we are strong, and there is a sleeping giant in the cross-cultural, multi-generational Jefferson community that is ready to be awakened.

This is not a community to be trifled with.

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I’ve posted a review of the Mayor’s Week at Jefferson over at Metroblogging Portland.

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After a decade of instability, ill-advised experiments in configuration, and massive outflow of students, Jefferson is left a shadow of its former self, with only 26% of neighborhood students attending, very few electives, and a core curriculum that barely provides students with the credits they need to graduate.

After a week of hosting Mayor Tom Potter, students, staff and community are buoyed by the possibilities. Now that the city’s attention has been focused on our school, exposing the gross inequities of Portland Public Schools for all to see, it’s time to take stock and move forward. Here are some of my broad-stroke thoughts about a Jefferson High that is Clean, Lean, and Mean.

Clean: There’s an old cliche when white people talk about black people. Belying subconscious racism, they’ll compliment a black person for being “clean” or “articulate.” So when I talk about Jefferson being clean, don’t get me wrong; that’s not where I’m coming from. I’m also not talking about the facility, which, despite the monkey business the district has played with custodial staff — first firing them, then outsourcing, then being forced to hire them back, then failing to staff at adequate levels, then trying to cut their wages by 30% — looks better than you might expect.

I’m talking about a clean start, with a new superintendent and administration who seem to get that the community wants a comprehensive high school in their neighborhood. Along those lines, Chief of High Schools Leslie Rennie-Hill and Jefferson principal Cynthia Harris announced at the school board meeting Monday a recommendation that two of Jefferson’s academies, currently representing the vast majority of Jefferson’s high school students (491 of 545), be merged in fall of ‘08. This means Jefferson students will have access to all courses offered, which will also include more Advanced Placement (AP) classes next year.

As I said in my remarks to the school board Monday night, this is a just a small first step. But it is an important step in the right direction, after a decade of a failure to listen to the community. Let’s give them some credit for that.

Lean: Whoever designed the “10 minute tour” before the City Club meeting Friday is a genius. First stop: the library, where bookshelves are half empty. Next, the mothballed metal shop, which is now used as a sparsely-equipped workout room. Then a trip through the mothballed TV studio, the mothballed band room, and back to the once beautiful, now neglected auditorium. Not visited were the mothballed wood shop or auto shop, or any of the other classrooms that once offered electives and vocational education.

But lean also means an average class size of 18.1, allowing lots of individualized attention from a teaching staff that is 92.3% “highly qualified,” and with an average 11.5 years experience. You don’t get that at Lincoln or Grant.

Mean: Jefferson’s once comprehensive offerings have been cut closer to the bone than any other high school in Portland. And it’s not just electives like band or career pathways like TV production or industrial education. Jefferson students are barely offered the core curriculum needed to graduate. My friend Nicole posted the comparison of the number of courses offered at Jefferson and Wilson in a comment on this blog. I’m going to print it again here, because you have to wrap your mind around this to understand just how mean things have gotten:

I’m especially disgusted with the complete lack of music. This is supposed to be an arts magnet?

District administrators and school board members are fond of pointing out that “we have to get enrollment up” if we want to return comprehensive education to Jefferson High.

To this, I say bullshit!

Pardon my French, but we’ve got to start looking at the real cost of “school choice.” If we’re going to maintain open transfers between neighborhood schools, a policy that overwhelmingly benefits middle class, white families, we’ve got to stop making poor black families pay the cost. The real cost of this policy should be calculated on what it will take to offer core and elective classes at Jefferson like students at Wilson have, regardless of class size. Will this mean we pay four times as much per student at Jefferson? Ten times? I don’t know. But that, my friends, is the real cost of open transfers, and the district must start paying it.

Instead of being honest about this cost, they’ve been shifting it onto the young adults of North and Northeast Portland, who are paying in the form of lost opportunities that can never be recovered. This must end. Immediately.

Against these odds, and destroying the stereotype of black families not being involved with their children’s education, the Jefferson community is one of the fiercest, most protective, most cohesive school communities you will find anywhere. Throughout the Mayor’s week at Jefferson, I was blown away by all the Jefferson graduates I met who have stayed involved with the school, and the multi-generational connection these families maintain.

And this leads to one way Jefferson is mean that no amount of PPS neglect or malice can take away: the tradition of athletic excellence. This was on full display when the first-place class 5A Demos (10-1) took it to first place 6A Grant Generals (9-3) Friday night on the basketball court.

Through sheer hard work, the Demos forced turnovers, grabbed rebounds, blocked shots, and capitalized on scoring opportunities all night to defeat the Generals in front of a packed house that included the mayor. This kind of spirited effort by students, supported by a cross-generational community, is emblematic of why Jefferson will not just survive, but will once again be something all of Portland can be proud of.

Jefferson is rising.

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Like many PPS parents, I’d like to know which school would be best-suited for my children. How do I determine this? Ideally, I’d be able to look at a single document that lists all of the schools in PPS on the left and the offerings (art, music, etc.) at the top. In addition, there should be a column next to each of the offerings that lists the amount of time devoted to each offering, e.g., “3 times per week for 45 minutes.” This should be all programs in all schools, not just the FTE levels for the various offerings.

Finally, there should be a column that lists information about recess and the amount of time devoted to it at each school.

Cynthia Gilliam (Director, Office of Schools) sent me a document (21 KB PDF) several weeks ago, outlining the various FTE allocations in the district for PE, music, art, technology, dance, drama, second language, library services, and counseling services.

The information in the document is useful, but it’s not complete. It’s also misleading. While I may be able to surmise what the offerings are at each of the schools based on the information provided in this document, I have no idea how often they are offered. Nor do I have any information about recess. Moreover, the document does not include programs that are funded beyond the district, e.g., through school foundations and other private means of funding.

In other words, if you took this document at face value, you’d assume that Chapman — for example — had no arts program because it has zero FTE allotted to art. Yet Chapman students benefit from an artist-in-residence program. You might also assume that, because Chapman has no FTE allotted to drama, that no drama instruction exists at the school. Wrong. K-2 students at Chapman are currently working on a musical production of Cinderella. Chapman has these programs because a large percentage of Chapman parents are wealthy enough to contribute to the school’s foundation. Yet, according to the district data, these programs don’t even exist.

Cynthia Gilliam, Sarah Ames (the district’s Senior Strategic Communications Officer) and Nancy Hauth (a district Resource Specialist affiliated with the enrollment and transfer office) all said the district could not provide this information. Ms. Gilliam said there are lots of elements that parents want to know about, including the ones I’m interested in. She used this as a way to justify the argument that since there are so many things that different parents want to know, there’s no way to satisfy everyone. Ergo, the information is not compiled and not released publicly.

But surely Ms. Gilliam’s response provides an even greater justification for making all of these elements publicly available and easily readable. In other words, why not create a single, comprehensive source of information that includes things like level of teacher experience, the square footage of the classroom, the curriculum materials, class size, diversity, achievement scores, discipline data and school climate, as well as information about enrichment offerings — art, music, etc. — and recess?

Here’s the thing: all of these pieces of information exist. Ms. Ames acknowledged that the information is available, but it’s all stored inside each principal’s head. She said that the district asks a lot of the principals in terms of reporting, and she woudn’t want to burden them with an additional task.

Her solution to the problem? I contact each of the 60 or so principals myself.

While it’s certainly conceivable to visit and/or call the 60 principals, it’s not terribly practical. But if I felt like my requests would get responses, I’d be glad to do this (even though the district could do this much more efficiently and, presumably, would be part of a district employee’s job description). But let’s face it: it’s extremely unlikely that a principal of a school that my daughter does not even attend will bother responding to my request. Why should they? Principals have lots more important things to do.

There are, admittedly, a large number of things that parents need to know about each school. I understand that the information changes year by year and often differs from grade to grade within a school. The information is also, admittedly, complex. But the district underestimates the capacity of concerned parents to make sense of the information, essentially deciding for them that they would not be able to understand it. This is, at the very least, a gross assumption and, at worst, offensive and patronizing.

Ultimately, it’s simply a matter of putting all the pieces together in one place.

So why doesn’t PPS take the time and make the effort? Why does the district tell parents like me (and presumably other parents) to do this work, either by calling each of the 60 principals themselves or by going to the Celebrate PPS event and visiting each of the 60 booths? I’m going to the Celebrate! event, and I’ll bring my spreadsheet to collect data. But I doubt I’ll be able to cover all 60 by myself in the time allotted. And I also doubt rather seriously that I’ll get straight answers in the context of this event, which is essentially a giant sales and promotion event for each school. But I’m still going. Just not expecting much.

If the PPS administration would like to perform a valuable service to the community and offer information upon which parents can make informed choices for their children, then I strongly suggest they make the information I requested available. If the district is committed to “choice,” then information needs to be made available so that parents can make informed choices. An informed choice cannot be made without information.

But if the district continues to keep this information from the public, then the public is justified in assuming that the district has something to hide. If there are inequities in the offerings at the schools, the public needs to know what they are so they can do something about it. Keeping them hidden virtually guarantees that nothing will be done.

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Peter Campbell is a parent, educator, and activist, who served in a volunteer role for four years as the Missouri State Coordinator for FairTest before moving to Portland. He has taught multiple subjects and grade levels for over 20 years. He blogs at Transform Education.

Here are my prepared remarks delivered to the Portland City Council Wednesday at Jefferson High School.

Good morning, and welcome to my neighborhood high school. I am truly honored to be here among some of Portland’s best and brightest young adults.

I appreciate the symbolism of City Hall coming to Jefferson High, and I would like to take the opportunity to focus your attention on a serious issue facing our schools and our city.

Eighteen months ago, auditors from the county and city issued a report on the Portland Public Schools student transfer policy. Their audit found the policy not only failed to mitigate ethnic and socio-economic segregation in the district, it actually made the problem worse. To date, the school board has not fully responded to this audit, which was a condition of the Multnomah County I-Tax.

As a parent of two young children in the district, I found this audit somewhat startling, and began to do my own investigation last summer. Using the district’s enrollment and transfer data, I found that segregation is just the tip of the iceberg.

It turns out that this transfer policy, which allows students to freely transfer between neighborhood schools, taking their funding with them, is responsible for a massive shift of public investment away from our neediest neighborhoods and into wealthier parts of town. In the 2006-07 school year, this amounted to a $43 million divestment from the parts of town that most need investment.

This is made worse by the fact that the district follows it with school closures and draconian program cuts, leaving us with a two-tiered system of public education. This inequity has reached a level that cannot be tolerated by a city that prides itself on equal opportunity and diversity.

I put together a report to the school board in September, and I’ve brought the final draft to share with you today. This report shows this pattern graphically, and recommends an equitable solution.

The reason I’m talking to you about this is that we have two governmental bodies with overlapping jurisdictions, whose policies are effectively working against one another. On the one hand, we have PPS policy that is divesting from our neediest neighborhoods and fragmenting communities by undermining neighborhood schools. On the other hand, we have valuable work being done by Commissioner Sten and the Bureau of Housing and Community Development, to try to reverse some of these effects.

We are clearly working at cross purposes.

So I’m asking you, as policy-making professionals, to exert influence on your partners at Portland Public Schools. They are unpaid volunteers, and they don’t necessarily have the policy expertise that you have. They need help and guidance to correct a policy that continues to divest from the neighborhoods we should be investing in.

The report I’ve given you and the school board outlines a sensible, phased plan to return balance to the school district’s public investment policy and bring it in line with city policy goals. I urge you to take the time to read it, and lobby the school board to do the right thing. Let’s end a system that punishes children based on the color of their skin and the neighborhoods they live in.

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