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.. ,.__
Some "old" PPS Miscellaneous Data
E uaiE
Matt Prophet
• !.. .
SOME KEY FACTS ABOUT STUDENT PERFORMANCE IN THE PORTLAND PUBLIC SCHOOLS
OCTOBER 1991
The overall level of basic skills achievement of students in the Portland Public Schools is unparalleled among America's urban school systems. In Spring 1991, over 71 percent 0 '£ Portland ·students scored above a commonly used national norm; in mathematics and. over 75 . percent were above. that standard in reading. This record of achievement is far above the 30 to 6D percent that has been documented as typical for students in'other large city school systems.
During the past decade, Portland students have dramaHcally increased their skills achievement. In Spring 1.991, students in grades 3; 4, and 5 were a full year ahead of their . 1981 counterparts in mathematics, and students in grade 5 were a full year ahead of their 1981 peers in reading as well. And. the. growth. in student achievement in other grades has been almost as spectacular. Between. 1981 and 1991, the reading s.cotes of students in grades 3 through 8 increased by 12.6 percent and their math. scores increased by 19.8
The most dramatic increasesin basic skills achie.vement have been made by our poor and minority students. Between 198l·and 1991, African-American students' scores in reading have increased by more than 55 and 'their math scores rose 'by more than 61 percent. Duri.rig the same deca.de, Hispaitic-Am·eridan studentsi. readingscores improved by more· than 46 percent and their rriath scores have improved by more' than 55 perceri.t. .
A significant proportion of Portland high school graduates go on to higher education. Eighty percent of Portland high school seniors in 1990-91 rep.orted plans to go on to college or other post-secondary education. In a recent' follow-up study, 65 percent of the class of 1989 .w'ere found to have done so. These rates. of participation in post-secondary education compare very favorably to the rate of so percent an'd the rate of 30 percent among graduates of large city school sys.tems.
Portland .students·· scores on the Scholastic Aptitu'de Tests (SAT's) are well above the national average. In Spring the average combined verbal ?-rid mathematics score Of, Portland students was 907 corn·pired to the national average of896. Moreover, behv.een 1981 and. 1991, Portland students'. combine.d SAT scores increas¢d bY 19 points, while the · national average increased by only'6 points. '
Th.e superiority of Portland ?AT scores nationwide all the more because a higher than usual percentage c)f Portland students btke t1tese tests. Nationwide m 1991, only 42 percent of high school. st-udents took the SAT's. That same year in Portland, 56 percent of our high school students. took them. Such a high percentage .of the District's students taking the tests, .combined with our students' lower average income levels, predicted well below the national level. Portland is justifiably proud that a large and growing percentage of our diverse student body is increasingly well prepared to meet the challenges of post-secondary education.
Achiroing and Celebrating &cellem:e in An Urban School District- Page 26
P. 1
"NEW EFFORTS fN THE SCHOOL DTSTRIIT•
TOPIC
Immediate Challenges
Youth Gangs- Control Strategies District Wide Student At Risk (STAR) Planning Effort
The District at a Glance
Enrollment Trends Effective Schools Computer-Assisted Instruction Cooperative Learning Pet=r Coaching Whole Language Nuclear Age
Early Childhood Education
Montessori Piaget Child Development Specialists Day Care
Elementary Magnet Programs
Japanese Immersion -. Visual and Perforrug Arts
Spanish Immersion
Middle Schools
Middle School Study Middle School Study Specialists
High Schools
Our Multicultural Society
Multicultural I M t,1l tiethni c C urricul urn CITY ESL/ Bilingual Hispanic Program Indian Ed.ucation Project
Achieving and Cele&rating Excellence in An Urban School District- Page 1
P. 3
PAGE
1 3
4 4 5 s· 6 7 7
8 8 9 9
11 11
11
11 12 12 14-14
"NEW EFFORTS IN THE SCHOOL DfSTRICf" P-age 2
TOPIC
Our Multicultural Society (cont.) SAT Mentoring Project Whitney Young Learning Center Project ACE
. . S pedal Programs
MESA Sp€dal Education Summer School TAG
Student Retention Strategies
Student Retention Initiative Alternative Education Cluster Dropout Prevention Program/Roosevelt MacLaren Downsizing/ A YOS Limited · Programs for Pregnant and Parenting Teens Project Return S€lf Enhancement Program
Student Services
Attendance Pilot Collil.S€ling Centers Guaranteed Services Counseling Model Drug and AlCohol Abuse Prevention
New and Improved Administrative Services
Environmental S€rvices Research & Evaluation
Youth Employment.
Portland Leader's Roundtable In-School Programs Comprehensive Summer Youth Employment Teen Parent Youth Employment .Middle School Student Service Centers Bridge
Achieving and Celebrating ExceUen.ce in An Urban School District - Page 2
P. 4
. ... ...
PAGE
15 . IS
16
16 16 17 17
18 19 19 20 20 21 21
21 22 22 23
23 23
2-1:
"NEW EFFORTS IN THE SCHOOL DISTRICT" Page 3
TOPIC
Youth Employment konl)
Financial Services Academy Project Care
. Career Pathways - The Regis try
Partnership Prc 0 -:am · Marshall/Roosevelt Satellite Academies Career /Vocational Educational Planning
School Improvement Program at Marshall
Building (Cimpus) Monitors
Lincoln International Baccalaureate
Dynamic Assessment Project/Special Education
Community Based Tutoring!Mentoring
Computer Adaptive Testing
STAR q Student Services/Research and Evaluation
Mid ale School Student Retention·
High School Transition/SAT Mento ring
Beginning Teach.er Support
Portland Teachers Program
Institute of Sdence and Math. at Grant High School
TIMEX at Oarendon Elementary School
Friday TAG
Education for Living in a Nuclear Age (Now Called Educating for a Living in a Non-Violent Age)
Achieving and Celebrating Excellence in An Urban School District- 3
P. 5
PAGE
26 26
28
Supplement
Supplement
Supplement
Supplement
Supplement
Supplement
Supplement
Supplement'
Suppleme_nt
Supplement
Suppiemen t
Supplement
Supplement
Supplemt:r.t
"NEW EFFORTS IN THE SCHOOL DISTRICT" Page 4
TOPIC
Impact II
Japanese Language Immersion
Reading Recovery
Transition School - YVVCA Homeless
Law and Public Service
Achieving and Celebrating E:rcelleW:e in An Urban School District- Page 4
P. 6
PAGE
Supplement
Supplement
Supplement
Supplement
Supplement
MAJOR EDUCATIONAL ISSUES
By: Matthew W. Prophet
I. INTERNATIONAUGLOBAL ISSUES
II. STUDENT ACHIEVEMENT PROG-RESS AND OUTCOMES
STUDENT PERFOR!vfANCE
• Reading • Writing • · Language Usage • Whole Language · • Foreign Languages • Math • Science • Social Studies (Geography) • Music • Art • Physical Education . • Technology,..Application • Comparison.s
a. Interna'tional b. State-tb-Sfate c. District-to-District d. School-to-School·
• Special Education Enrollment . • Multiethnic/Multicultural Curnculum • Dropout Statistics
Achieving and Celebrating Excellence in An Urban School District- Page 5 P. 8
III. SOCIAL ISSUES
Poverty Associated "Compensatory" Efforts Drug/ Alcohol Abuse Young Parenthood Child Abuse Racial Bias Lack of Child Care Lack of Health Care for Children Youth Criminal Activity and Juvenile Justice System Family Erosion (Need for new surrogate parental structures) Lack of Student Desegregation and Integration Homeless Children
IV. EDUCATIONAL DELIVERY SYSTEM
•
•
Structural Challenges · Pte-School Education Regular Education Gifted/Talented Remedial Special Education Vocational/Career/Employment Alternative Education Multiethnic/MulticuJtural Education "Ort Demand" Education
V. USE OF RESEARCH AND EVALUATION OF DATA
• Reductions of Lag Time from Determination of· Findings Application in Real Live Settings
• Finding the Answers to New Questions
Achieving ana Celebrating E.uellen.ce in An Urban School District- Page 6
P. 9
VI. STUDENT DEMOGRAPHY FACTORS
Race/Ethnicity Intra-District Mobility Inter-District Mobility
• . International Mobility • ·Implications and Effects of Social- Economic
Variables on Individual School Performance
VII. TEACHERS AND ADMINISTRATORS
• Staff Preparation Instructions • Staff Development (At all Levels in all Areas) • Long Term Planning for Staffing Needs • Lack of Minority Teachers • Unworkable/Impractical Certification Requisites
VIII. RESOURCES
;Ji/ • Fisc:!\ • Facility
IX: SCHOOL GOVERNANCE
• The Repeating Cycle of Competing Demands for "Control of the Schools" (Federal Government, Courts, State· Governments, Special Interest Groups, Parents, Board of Education Administrators, Teachers and · Students)
• Centrallzation/Decentralization (Site Based Management)
Achieving and Celeb-rating E.rceUeru;e in An Urban School District- Paget
· P. 10
.J
.!J.
.J
•..
".')
X. ·RESTRUCTURING OF INSTITUTIONAL (Relationships Between Public Institutions)
Relationships Between Public Education and Prival\.. Educational Institutions Public Education and the Private Sector Relationships Between the Principal Entities Comprising the Public Education Family (Students, Parents, Teachers, Administration, Policy Makers and The Private Sector)
Achieving and Celeb-rating Excellence in An: Urban School District- Page 8
P. 11
One Urban Superintendent's Checklist of Management Factors Impacting
"Equal/Excellent .Educational Opportunity"
//
L Administrative
.2. · Affective Education (much overlooked, yet vital component to true excellence in education.)
3. Affirmative Action (personnel hiring)
4. Alignment of Instructional Materials and Assessment
5. "All Students Can Learn" Philosophy (This thought and belief must be pervasive thr?ughout the school system.)
6.. Allocation of Resources (Focus on effective instructional delivery and the classroom teacher.)
7. Alternative Delivery Systems for Instructions
8. Alternative Education {Provide. for proper balance between -freedom and stru.cture)
. 9. · Assistants for Inst:ruction (At the building level- a key mgredient.) .
lb;·. Attitudes of Staff ancl Community negativism, promote positive approa:ches.)
11.. Availability of Quality Instructional Materials
12. Availability of Student Support Services
Achieving and Celebrating Excellence in· An Urban School District- Page 9
P. 13
13. Availability of Teachers for Selected Subjects
14. Availability of Teaching!Leaming Facilities
15. Availability of Variety in Courses Offered
16. Board Policies (Encourage Board to focus on goals, philosophy, policies and results, not on administrative operational programs and activities.)
17. Budget Planning ("Actual" resource allocations are the true measure of genuine commitment.) ·
18. Citizen Involvement (How best to encourage, accept and utilize) .
19. City/School Relationships (must be mutually supportive.)
L.-. Collective Bargaininl? (Do or equal educational opportuntty and sensitivity to the
needs of all students?)
21. Committees and Special Task Forces (Utilize from all sectors of society to assist students)
22. Communications (internal/ external.)
23. Community Support for Quality Education
24. Continuing Education ·(Program opportun1ties for total. comni.unity- a vital component for providing "p·ast . generations'' with a new ·opportunity to improve the quality of their lives.) ·
25. Coordinate School Programs and External Agencies
26. Coordinate r' 1/ lnstructional Programs with Student Services . , .
Achiroing and Celebrating Excellence in An Urban School District- Page 10
P. 14
27. Counseling Program (Work toward higher expectations from students, eliminate tracking.) .
28. Demographic Trends (monitor closely and assist other institutions and agencies.) ·
29. Devele>pment- Students' Self-Esfeem/ Aspirations
30. Diagnostic Testing (Attempting to bring about greater heterogeneity of students toward developing evolving abilities to grow.)
31. Discipline Issues (Assure due process and equity provisions.)
32. Drop Outs (Prevention and remediation programs)
33. Drug and Alcohol Program for Youth
34. Early Childhood Education and Day Care (Programs critically needed.)
35. ESAA (Sustain funding as long as possible, also where is the state's priority on this?)
36. Expectation for Student Academic Development ..
37. Extent of Community and Parent Involvement
38. Federal Programs- (Determine whether they· work or not-institutionalize those that do, eliminate those that do not.)
39. Federal in Education (What .is· the appropriate focus?) . . .
40. Fellowship/Leadership Pr.ograms
41. Financial Supp-ort (Seek fromlocal, state, federal- also privJ te sector and foundations.)
Achieving and Celebrating E:rcellence in An Urban School District- Page 11 P. 15
.. i
42. Gain Scores (Evaluate text scores for individual student, building ethnic groups, socio-economic classes and school system)
43. Gifted and Talented Pro.grams (Apply sufficiently to ensure substanhallevel of m1nonty participation.)_
44. Goals of the District (Develop strong philosophy to assure equity for all students.) .
45. Graduation Standards (Must be challenging, comprehens.ive and fair.) · ·
46. Human Relations (internal and external.)
47. Instructional Technology (determine· proper usage and focus.)
48. Leadership Academy (Continue to build leadership skills beyond perceived point of current need:-· haye depth. Staff development is needed for all categories of employees.) · ·
49. Legislative Lobbying (Influence at federat state, city, and other levels.)
50. Minority Communities (strengthen their respective infrastructures.)
51.. MinoritySt,1££ing (Improve and effect fair a,nd equitable staffing throughout all employee categories;)
·52. Minority/Majority Learning Gap (Monitor testing results toward closing the·gap without depriving talented students the chance to dev(2lop to their full potentialities.) · ·
53. Monitoring Committee for Equal Educational Opportunity
54. Multicultural Program (Collaborate with state department/ universities/ federal agencies/ textbook publishers.) .
Achieving and Celebrating Ercellrn.ce in An Urban School District- Page 12
P. 16
I .
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
Performance in Fine/Performing Arts
Performance in Foreign Language
Performance in Health and Physical Education
Performance in Language Arts . . ·. .·
Performance in Mathematics
Performance in Science
Performance in Social Sciences
Performance of Elementary Students.
Performance of Low English Proficiency Stu4ents
Performance of Low Income Students
Performance in Reading Comprehension
Performance of Secondary Students
Private Enterprise Linkage and Support .
Quality of for School Staff . - .
Soundness of Instructional Methods Used in Classroom
Quality of Systems for Assessing Student Leaming
Racially-Isolated Classes (How to best solve this dilemma?)
Redesign Educational Delivery System (As dictated by realities of new federalism, tax structure, etc. Could require reorganization of state system- local schooldistricts- both in c1
macro I micro sense.)
Achieving and CelebTating Excellence in An Urban School Distrid- Page 13
P. 17
73. Research Laboratories (cooperate with -emphasize the "applied" dimension.)
74. Residential Integration (Support)
75. Scholarship support needed, particularty for students w1th severe flnanc1aLpeeds«) _ _ E-_ ·
.,;... . ·.-:'··-; .. ·. ... . }
76. School Climate (Become-and it really is- work incessantly tow-ard.improVingj:I
77. School!Classroom Atmosphere
78. Size/Turnover of Teaching! Administration sf'iJ£ 79. Special Education Funding (Federal/ state/intermediate/local.
Watch closely for patterns of disproportionate and unfair placement of minority students.) ·
80. Special Education Referrals and Pupil Assignments (Et LD, etc. Much additional research is needed.)
81. Special Interest Groups (Do not bend to subjective group center pressures unless to do so is in the best interest of students - not necessarily to the image of the. groups themselves.) ·
82. Staff Development (Sharpen skills- broaden perspectives-build support for schoo[?yste;m- satisfy human motivational needs - Maslow's Hierarchy.)
83. Standardization of Second.ary (Continue tb monitor current minimal needs -but provde rich comprehensive curriculum options for all students.)
84. Student Assignments (district-wide, building classroom-avoid resegregation, particularly in advanced classes.)
Achi.roing and Celebrating Excellence in . A.ll Urban School District- Page 14
P. 18
85. Student Entry into College (Monitor shifting qualification standards/ the trend is toward increased exclusion.)
86. Suspensions (How to control for disproportionality because of ethnic and social class prejudices.) ·
87. Student Learning (the top priority)
88. Students' Attendance Patterns
89. Students' Behavior in School
90. Students' Thinking/Reasoning Skills
91. Support and Resources for Effective Teaching
92. Support Services (How to control for disproportionality because of ethnic and social class prejudices.)
93. System to Reward Outstanding Students
94. System to Reward Outstanding Teachers
95.- Teacher Comp_ensation (upgrade to retain and attract services· of outstandi_ng professionals.)
96. Teacher Effectiveness (Have genuine commitment to teachers - help them in all possible ways.)
. Testing of Students
98. University and Junior College Representatives ..
99. Urban Problems
100. Use of Evaluative/Research Information for Planning
101. Use of Time for Instruction/Student Learning
Achieving and Celebrating Excellence in An Urban School District- Page 15 P. 19
,I
102. Vertical Mobility Opportunity for All Employees
103. Vocational/Career Education (redesign toward improved effectiveness, don't forget the significant numbers of our students "who don't go to college" -be aware of national, regional, state and local employment trends - current and projected.)
104. Vocational/Career Preparation Received by Students
105. Widespread Understanding of Instructional Goals
Achieving and Celebrating Er.cellence £n An Urban School District -Page 16
P. 20
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GRADES
14-18
10-14
10-12
9-12
9-12
6-8
., (: < .... •-...
Blueprint for Occupational Fitness
Human Services (e.g. protective Technologies (e.g. auto repair, aviation)
Hospitality Services (e.g. food service, tourism) Electronics Technologies (e.g. repair, robotics)
Health Services (e.g. dental, nursing, gerontology) Construction Technologies (e.g. Home Repair Training)
Education/Social Services (e.g. child care) Communication Technologies (e.g. graphics, media)
Performing Arts (e.g. music, dance) Office of the Future (office support systems)
Horticulture (e.g. Green Thumb) Financial Services (bookkeeping, accounti11g)
Manufacturing Technologies (e.g. metals, plastics) A Marketing and Distribution (sales, merchandising)
Short-Term Training in High Demand Occupations at each School
Integrated Science s Biology Chemistry Principles of Technology Computer Science
-prereC\ Integrated Mathematics \:j{{ered otner
. t....-.en.tS tO dell"-r w . eet grad\l."-ttoll Measurement Statistics Laboratory Math Algebra Geometry
Calculus Business Math
Integrated Language Arts Speech Technical Writing Interpersonal Communication
Each comprehensive high school offers one or more of these:
Principles of Human Services
Core skills in the "helping" systems including health, social services, education, protective services, leisure and personal services
Principles of Technical Systems
Core skills in systems, power and energy materials, processes, production, manufacturing
Each high school offers this course:
Principles of Career Success
Principles of Information Systems
Core skills in communication systems, graphics, keyboarding,
networking, technical writing
One semester course required for graduation with the following units: deciding to work, selecting a job, getting a job, keeping a job, changing a job,
working for yourself
Technology Education
(Manufacturing Industry, Technology)
Personal/Family Development
Management, Work/Family Relationships, Nutrition)
Career Horizons
Units.of study about self and careers infused into Grades 6-8
subject areas
.· .· .... -· ,' .. •,·:.
c 0 N T I N u 0 u S,
D E L I B E R A T E
c A R E E R
G u I D A N c E
6
i·:
Nv[STMCI!Jf· A PLAN TO COMMT" . L-J, YOUTH UNEMI'LOYMEl\lT
RTLAND INVESTMENT CONTINUUM· FOR CHILDREN Ai\10 YOUTH-TEGIC PLAN FOR EXPANSION AND DEVELOPMENT
ng 1989
KEY: ' ,!
D
. '--···'
·-\ 1
• • 1f:<.G ES: ,1 J'enatal
-Programs in place, 1988-89 Year 3 of 1 0-year plan.
-Priorities for 1989-90 Year 4 of 1 0-year plan.
--Look for opportunities;. urgent need.
-1990 and beyond.
15 programs $4.6 million 2,271 youth served
· • 3-4 Year-Old Screening: health, hearing, vision, dental, motor skills, speech/language .· development,· parerit information
• Teen Parent Program (PPS, agencies): -- prenatal care -- needs assessment and. referral network -- health care (Teen Health Clinics, County services) ...:_ parenting skills --education and job training --child development: on-site developmental child care;
family-based care.
"' Self-Enhancement at Boise/Eliot and King.
"' TLC-TnT beginning in elementary.
1!1 Before and after-school day care in some elementary schools.
: nT Program (Roosevelt cluster). " Before and afte!.:-school activities
(Self_;Enharicerr<ent, TLC, Park Bureau, youth)'-serving groups).
• Studebt.Service Centers (George, Ockley Green, Portsthouth). ·.'!
• set-vices. 11 Career Horizons.
in Caree;s and. Culture. · n from Sth to 9th grade.
·rug abuse prevention. nancy prevention.
Education for Girls.
Ill BRIDGE- grades 8-:9-10·(Grant H.S. and feeder middle . schools).
STEP- grades 0 (throughout PPS plus East County school districts). , Targeted Services Specialist (Grant H.S.). Financial Services Academy- grades 10-11-12 (Jefferson). Partnership Project-grades 11-12 (Grant, Marshall). CARE -grades 11-12 (Cleveland). Co-op work experience -Grades 11-12. Teen Parent Program -grades 9-10-11-12 (Jefferson, Roosevelt, Grant, Cleveland, Marshall, Vocational Village; Continuing Education for Girls at Child Service Center). Teen Health Clinics (Roosevelt, Jeffe·rso·n, Marshall, Cleveland). ·
• Youth in Careers and Culture- ages 14-21. • Self-Enhancement Scholar .1-\thletes -grades 9-1 o...:.. 11-12
(Jefferson). • PIC Comprehensive Summer Youth Empl.oyment
Program - ages ·14-21, • _Career Pathways -grades 1'i -12. a Registry -grades 11-12 (Roosevelt, Jefferson, Grant,
Cleveland, Madison) .. • Transition and mul:uaLpro9ramming with community
colleges.and universities.·
! .
OUT-OF-SCHOOL
Youth in Careers and Culture.
" Youth Employment Institute.
® Outside ·In Preemployment Program.
" Portland Investment Graduate Hiring Plan.
e Career Pathways follow through in colleges. · ·
g Transition and mutual programming with community colleges and universities.
Final class
· ... ;
·.: ·. . ' .. ;
. ""IF':,""';,"":;"";""M!""• The mti.ring . at Portland Public Schools le<Jves
; legacy ot and progress ·sy SILL' GRAVES.
. . . ..
/ Prophet sperit of his LaSt 'c.av on me· Job Monday dot.ni; wh.ai he h.as
enJoyed best a.s supenntendent of :-;md PubUcSchools-- H5!dng chil, · q
at Boi.se-Eliot Elementarv j' ·'. ·· .. ·. · S.:hoo! .m North Portl.afld h.un a hliEe · · · . <""' C . · · · C..:!.rO derorate.<i 11.-ith pamte.<i h.and pn.nrS and ' i . . .. -. . ..
woras.' "We love vou.:: . · . · · ._. _. ·
.:·.
·.'·· ··::· ..
going to p.ut· this in a new thnle .. you P':': SupertRtenaenfMarlne-.., Proohe! Joiris Willis tiotft Bl : . . ·.· , - ·.· . .Jo"•so• '
.. :!e strolled on to v'Jsii the thfrd·gTade Elementary 3Yfllfflef school chlld,en 0<1 ills l<l$t wort<it'!g Cl;ay l'liiiali Monday . . •. P.ro_ nh. et _· . · .... . That:s good advice. said Proche! with a JtW il!!U u ' u Uiilll!1! lfij
12ug.h.·at.ihe title. lt's.also advice Prophet ·. . .. .. , · : · · . has aJ\<iays h.ad trouble following. He wurked May election. Voters . : The et:oris·paM stu;' . ' . . . . . . . .
··a t'..;,t·callS h·our.-s h. e·d.ul· ·M ·,d, · ·f · th b hi .. h · •· .__ .·Thls .Y:ear .. 1i.owev.G"', 'e ·. · c e on ay, or.· e tax ase.·w c wasso <enerou5. ...ents uuos.teu.th.eir.tes.t SOlre$ by ••.· "' '""' . l' t'h . h d r· . ..., aga.m demonsti:ned.· his. ·-·ex amp e.· a·t ·Stretc e rom 6:45 .a.m. · that.Prophet.never had to.2..ik them percent in reading m ·. f ""' · ctlrough a board subcoril..cri.!rtee meeting in for money' again. · . . · · ma-th.· . . ., · . . .' ... · ...• c org,; CO!IlJ!ItlllltY SU!Jt:(n'\': wihen he
the everun"'. · ·· · · · · · · · · The new wealth enabled him ro. . . Still. the ayoui.ed cnntroversy wl:!ils Buton list offici.:il ;tiy before. buy peace in conn-acr ·.=orrty .. smdents f....."il . hid gh schoolll. to.grve W. · • . d . _,011 J.., ' . . e.nts .. s, lmilar .. mo. ves
r:eunng a.s supennten ent. Prmiwet ww ""' w repair deteriorating sci:too[ build- below the district avei:'ag\! .. Thal: " v -=-gone.· He ·will· atte!'l..d a conierence m Dallas: ings and to rescrucrure bonded debt sp1ll"!"l!d the Black United FrOnt. to . incluiil-
. Texas. with his wife, Freddye: That still ·and a flawe<ireii.'·emeni fur.C..!-lJs re... a one-day srude.!l.t boycOtt . . · . · ·· · ·, ··leaves· hun with .about 175 days of unl.!Seo · ·pairs to tile renreme.'!t (:.:r:d ·Will-. !a st. year· in. protest. Few events • · · .. · hopilet !Wl. bi!e!l · •;acatJ.On llille. . .• · .. · . . . . _ .· save the.'distncr ab'!ut haf a. billion I lrjlset mphet mo:ri;; . . . . . . hoaors in reo.!llt weeks as he. •.
. ?:-ochet was an obsc\ll"e 5chool admillis' · .·dollars over .the next ha:i cennu-y. · . Qut of the: 65 urban· sehoot pared to turn ·the distr!.ct ro hi:; · . :racor from Lansihg. Mich .. ·a decade ago ... aoard members .quickly grew to tr:icts he led that year. as Jal:rii.E.. "Jacl!:n 7;neit he wok over the Northwest's i admire Prophet. s firm ?.rasp of. the L.atge City of . of New York.. Abam 45 a ·
· ochooi district. He leaves a.s one of the most 1 scn00l fula.nce. skill m ·.the Umtet_i States .Canada, CO!lllilw:llt? .grotl\lll . ;;:-orrunem public officials in Oremn .and ooe 1 relanons and refrBShillg hor.eszy: · ·· · Land among the fup in stu, for the renrmg Tile
. of the most highly i:eSpe<;'ced urban SUJ)€rln· I .:'He .is the. most reliabie dent ac.hieve!llellt. Yet P6rtiind Wl!.! Port.l.alld Boa.!:'d' ceildents m the nanon. . . . . · •· > · bemg I. ve ever worked around,. boycotted. Prophet . . . . . . Prophet ttlll.992 First Citizsn . . He also leaves the district and said Forrest "Joe'' Rieke: ;z;ilo- has .. · "Al:iYPlaC2 eLoe the, SchOOl system. . . . . . . , ..
m better phystcar and·academk sh.ap.e th.aJl serve.:! on. the sch00!baaro :hrougll- would have. been la ude<i and he· fotmd u. The system's 112 schools !lave , out Prophet's tenure. doesn't applauded." be said. · . b<!€n repainted and upgraded.' Its 2:900 teiJ.ch,_. play W1th the truth:.'' ' ... , <: ·. · · ROlil Herndon, co-d'mrnan lit', the ers are eatn.ing aooU:t 50 percent inorl! m sa!' . f>topnet reorganized the. d.i.strict, BL1le!t United Front. acli::.n.dw'!edi;ed .· ' anes than they did a decilde ago.·Aod the sL:mdartiizing grade.p.attet"!lS .so
.district's 56,000 .shidents achieve. more ... auddle scnooLs mcluded g;a:des Sl.'t': des.:greganon. . .. Fewerquit:niore go. to c6Uege.. . . .· . .· · etght. He rea.ssecbled_ hts j)OO!' mmOrl:tJ cl:1.i1i:l.ren md
?!'a h 62 k th 'dis ·cr A rill admirustrauve Stn!Cture EHO· clus,. · . , .. . •·. . ... · ·.· ·.:' .. , . ·. , ,98:z· et.. .. too . p . . iers. eai:h composed ota school . prOTlloted more black. !0' . . : . :Vi W!J.S s .. . g . e two-year and the !Ower,schoo!s.feedu:z into. it · administrative posruons than all of politiCal upheaval 'o'ler t:!eseg:regati9n tli.at He delegated almost :all ctahri-<iaY· .. his predecessors ·combined.· But
· • brcught the fihng of his. preiec:lssor ·Robert operations. to his chief dellucy, Don· • Herndon sa!d he· was disappointed · W .. BLanclunt. · · ,_' · · . ·, aldMcELray:· . · •• ,..- - · · ,:. · · the ·district failed ·to dose the
Prophet undernood the 6f · By the inid.c·i 9ao-S. rophet achievement gap that leav.es P<Jor ·,galion· as well. a.s anyone. haviilg, grown· ap be carrie ala.rmed· tiy the .·low test . and minority srudent:S behind their - black in racist Okolona Miss. As a boy in SOJres· of m..inority students m. Port· .peers_ :
1943. ile saw a ciass burned in his front yard 1 d ·H' ·h. d · .. • · ' · · · '· ·.· · · Prop· het. also was last .. " "'· ... t!h. ed. . H "'·- . 1--' tan .· e a u=D some. ·aher = r.a er tr?.. ·to vote. e · · · · ·c-ear··hy passage of 1'e•·u·rd 5, the.
d . . . . u . ' ::u.dlevel managers .. flatte:J..u:ig his: J . ;n . the . ,S. Amy m his 2Q-year pro""...V taz ·limitation· ·•·t ffi , _ _. · Jw=U.,rr.mve scrucrure. a.::a saVing .--· ., "-"" ='-'
as an o . cer. he worke<:! · mmed the di .. st,..;ct's ·- basd a"'d' ' · rd d ·· · :>50 million over his cer.\ll"l! .. He. • • ......_.. -Y on· coun-<J en,... his 10 b · · · · · "M.R. -'·'. •ta·b·ili.ty .. '-. the ·'·ce. 0c··•d . . . · . egan pounng mast. of than::::wney · ...... - ""' "' '"-'• years· as a scnooiadmirustri.tor · ·"' _, boyeritt and .Me.asu.re 5.. Pr.ophet's · . . . · . . uno and emchl::ent pro-He quickly eStabliShed oroa. ·w. Portl2.nd in North and Not"theast·POrt· posture shifted from offense tO. J'' WllllllilJ? tile loyalry of his Staff. op.e!l.liU1 iana schools. wnich. have .. n.ll;her 1efense. Rather tb.an build rieiw pro-
. . :.rs. door to te3cners· ana crea= new nes. aropiJrnon oi 000r ana·=:::"" sru- •. ne fccusea· to pro-'*1th bUSl!less ana; the co=w:urv.' · . . :;mrs. .. · · ne alreaOV nau bw.lt ·
broa.:nt u.S .out oi Ch.aos .... said St!r<n! .:...Jewen. nr=aenni Schools for the Cirv. a ::-:nee croU]l comnunect. to unnroviros Port' :ana 8cnoois. "He was able ro sa
· ;€001e could ---- ._:_ .. -!. .. _:_ ·-- __ ,.._ <Pte" ·
P. 29
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Prophet· ga.rners top marks for school leadership
Stacy on O!le aiw :
After spending five years at the adJni.l'lJstrative helm of the Portland School District. Matthew W. Prophet
. Jr.'s performance is "e:radly what the doctor ordered, .. said one school board member. ·
Most persons within and close to .the education community ·agree, saYing he is a superb leader who is accessible to· teachers, administra-tors.and the public. They also say he 'h.as imorovect·the image of Oregon's. ·largei;i school district. healed. race relations. in the communitY . .arid always considers what is' best for .students when maki.Ilg decisiorill. ·
twenty years 'ago; Prophet was unheard of in· education circles. Today, he is one of the most resPect- . ed public school SU!J'=rintendents in. the country. · · .
He·recently was named among ioo· outstanding school maMgers in
of sfu.defrt:ll gredoo .thrae through. eight 61 POOland .. Public SCftcole·who el:).ove 6ompii<J<j i:Jy an·orgmni:ts!ion oi rta!lonal test publi2liern !l'la! prcduess student ta5m. ·
Amerk:&l lru:li!m WMe 8!8<:!1; <
Asil!lfl
. 57.2' 7'3.8' 34.9
"·.c.,. 5£1.4 45-i''.
57.0 732. 37.9 :4.4
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54.6 76.7 . 44.9' 52".4 54.1
.. ·49.5 ·57.13. · .. : 57.h\' Whlw • so.e . · ea.s · 712
27.4 . 30.8 ''i' .1- 322 34:7' MA: -'"1"-' • " 5Jil.u so:4
Hisl=lk:" 37 2 : , . . . .!\!2.0 41:7 49.6
5$.5 75.0 46.0 54.4 59.4
5:3.9 .. 7:2.4 .. 37.2 ' 57.( 5:3.4
North America by' The Executive· .. ,_ · Educator magazine for attributes prehenslve Plan: . tio!l .for the cluster ·of Ln .
. ranging from competence to the abil- 'whlcb, among other things, guaran-. which they work before meeting ity to analyze problems and addiess the right ·or inner-city bla-ck diro:tly with Prophet. . . .. them constructively. · · children to attend the closest neigh• · · Sharon Gray, !lreside!llt' ofthe . "The qrban .superintenden·cy is borhood school and to not be bused Portland Association of Teachers, almost an. impossible sulely for the purpose of integrati.nj; bi'1e bartfuting arm for the disLrict's · job," said Verne A. Duncan ... state schools. : · .. ··. ,. , . ,, . 3.27S certified staff members, said
or public·instrirc·:. Herndoil bratsed the way.?-rophet her respect for J?'rophet grows each .tlon, As llook around thecountry,. n;irponded ro the Tubman and bus- montlL . . . . . I would to g:we Matt the high- lni,l disputes and gave .·· ln working with the union. ;,He
.. _ est marks. . .. · .. ·. . ,. . · · 'tionally high marks for .... ""iJlg has been a straight shooter,". she·. . Forrest N. Joe. Rieke,. a mern_ber. . open to ·c.reanve. approo.el"nes: from· said. · . . . . . .
of the Portl.al'ld Scnool which, cit:iz,;ruJ." . . .· · · . . . . · .. ':He t.m ·""'· kilo'• il'al? w · • · ... ,· :.:· ·., .' · ·. _
htred·. Prophet. satd; Tt)e mans. .He s tt-;n nsks u;at some su · ho!lest.: {nev-er get a door slammal, been sui:J<!rb," . ' . . : permtend.n.s t take. :md ·Md l irnO.. that doors are slamm€'1f
"We needed somebody who was that's astrl)ngt\1. Her,ndon =c:L · .. in other Gn!i'sai<i · extremely capable at working wi!h . One of the. qualities the school . · Herb Cawtlui:rna; pre:tident and the public. Matt qme in.· and was board looked for when se!eeting·a chief execJitive officer or tile !Jrliail immediately. successful. He's been sup.erintendentto take over Port·· -'League .of Portland .. commended, exactly what the doctor ordered." la.\1d's 5l,GOO-student school' system Projfuet foi' !i.is· ability to· scrutiltizs ·
· · · ·.. '·: · · · · ·was ·someone who could· brmg . .the llistnct's $272 million budget. . . · . ft:;;«:itue©l pmiMamg; roinmunity'together ag:;illl. . ·. Cilwthoru0 .was a mem.ber of. tl!a
When Pr'oph-et' took over the ''! think Matthew has i!Choollicm when.the dsdsiem wi!S. administrative, leadership of the dis- · succeeded ln that ". said · Made to hira ProP. !let ·:. . ... . ·. ·.
· trict on Aprtl !. 1'982, he·was faced G!orge ''Bmg" Sheldon, the·folOlle'r -; . '.'I'm amazed ilUlls.facil.ity with•. with myriad uroblems: ' : · · ·. · · . ·iZO-chairiDari of a citizens·· ·thE! budget. He louk.Uke .. a:
Toppmg the list was a school· .committee that 'participated in •tne . green-visor man, but he is as gOOd in : te.n1 divided .oy. raclal.,tensions ·. ... -\_,., ·:.:. the ·ma:nag_ement do-qars·.aS: tierween blacks and whites, a school.· "By his calm leadership, .the ru.s;, ;myone ever known or worked
· desegratioQ policy· that lack..."d ccii:n- · ·. trict has been able to focus :on wl!F wiili,:-' Cawthorne said.· . ·. · . ·. munlty 'support.- and Of which tions to resolve some. of the iSsues; : . AltJ\ough some schOOl district of-.' ·
. Prophet himself was critical _:_ low as opposed. tci .beiilg fn a· constant . ficials said' they, hal] reservations-· .. -studerrt achievement md a debate. with the community on-: the· that P!ophet. hi!! 20-Year. chanted public. · o · · ·.: · . : . · appiopriate actii:Jn,'' Sheldon said. . care ell"· !n ·the millia;y, might be .
· After abOut.s!J! weeks irr his new Propb.et also received cummenaa>. · "S'ill!!'!l'. authoritative" .as a publl.c . · · position, he p!Jiyed a role in tion·s for .the :way he works with : s<:bool superinti:ndent. rus defusing tension berw'een the school teachers., •.· .: :· ·. ·.. . ·· .·" · · : ·and wHl.illgness to cteru with. varioos board and: members of the black ·.Prior to his rorning to the distri.ct,·. probhiins and P.,rsonall'ties quickly community by negotiatil!lg an agree. teachers had to go through siX stej!S dispelled those concerns; they ... · · ment on the siting of Harriet Tub- ·in the administtatfve .hierarchy:. · "His kind ofleadershlp haS really. mari Middle School.: · :· ... . · : '; .. : before! they could see the superinteri- · moved this 'districtalong and" kept it
The scheol board.:initially pre- dent. However. Prophet said he dis- in good shape,'' said Larry Ayers, · ... _ posed Tubman; the desig-·.' mantled the intervening leveLs to· director of'iilstructio.n. for the. nated distlictwi.de magnet school. at give teachers "quicker il«=SS ro.the , Grantlll3en-"'1ln Cllliiter: . . .· .· ·.
Elementary. School, 620 N. Fre- top." · ' ·.. · · .. ·· . · · ·"When aie1low gets as gOOd as mont ·st. Itowever .. the Black United .. Tnctay If teacheM· have .a eoncern. rniJhet is, he'3 But I'd. Front. led by co-chairman' Ron Hem-: they want to share with the supelin-· like to see him ai.'<iunu for 4uite ;a . don. wanted the school to be located teiJdent. they ne€d only tall< with the while. He's the thing 5ince · at the former site of Eliot .School, principia! and the diractor of instrUc· sliced bread:" 223lN.FlintSt, ' .... ·. ·. . The Front. staged a number ·uf protests to force the board to rethink [ts. decision. including a. one-day school· boycott and demonstrations at school ooard meetings. ' '
With the help of Prophet's power of persuasion, -the. board approved his recommendation to site .'Nbma.n at Eliot arid to move the Eliot Early Childhood Education· program .. to Boise ..... · . · .. · ··. ··
·Prophet a!SD forced the district to strictlv adhere to the board's CAm-
'•.
P. 30
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rophet credit d S\f A!.MA r.rl Tiw
On anY given we1:kday, Portland School Suoerintendent Matthew. W. Prophet Jr. can be found in his. office between 5:30 and 6 a.m. ·
As superintendent of Oregon's largest s-chool district.-'- and· the state:s government . unit -!?Too net has an eildle3s job.
. When the district. \s running ·smoothly, Prophet spends a li3..rge · portion of the clay \n activity
·'He knovvs the · better .... ·. ·
.' . . :. . . ., ' . than .anybody .. ,
kids are present," he. said. When problems arise, his time is spent"meet::lng With as many Pet>!lie as rie<:essary.·to resolve the issue.·
· "He \mows· the. "schools better than anybody.'· said William Scott, Portland· School Board member. ·
:·.·-.
· ith boosting schools
"He gets outthere. he talksto pel> ·· · · Lansing; Mlch.: :sChool distrlet as :1. ple and he listens to p€'0!J!e," ·. within and near P6rt!:>nd's education d6mmuniiy say the deputy superintendent in 1972; . . SinCe Prophet took of · .• performance oi M<'l.tmew w. Jr. is outstand- .· A fi-e r .·being prom 0 ted fo I
the administrative leadership Of ing. !But he COUld make improvern®ni<; 16'1 style and the · superintendent in H!l'm, he sur, Portla.OO schools, he has .personnel 10.rourid him, !rome ' · ·· · · ' • · · · .. ' .. 'lived a 31-day teach<ei' smite mil the expectations of the school . ' led the 24,445-student SJ:hool dis-oom and brought-peace to - ., . . . . . trict through a mate of met, board members say. · candidates, the .l!etided aro\l.Ild. .· .. . . .. . . .·problems and school . .
· . · ·.·.·: .. ·: . . :.··.· ... : . He_,reeefatlY tfJ . along. with hls wife, But H wasn't.easy. ·. He has since resound· . apply ior superi..ntendent positions.. E'reddye, moved to !P'orrtJmd to .fill
· Five years ago, the school ing pn.i.se frm.n school.: IIi Hou.mm :md Loo Angeles, .ooili . the position maiie vacant by the fir: . trict did not have a permanent · district officials ·ror·the h<O · · of which pay. co!lsiderably more ing of r..is pmecc--ssor, 'R.obert superintendent; schools ·were: rife has •implemented ln:the rlistrkt than his amiual salary.·. BL:mehaTd, in June 100llL . ,: ..
.. with conflicts between blacks and d · ,_ -< p ... t · h '- t 1 · · · · · . .ro.pue .· owev .. r, Cl•ose·:no _to. .A though most educatio!l 'white.s. arid the public had lost· ple.. -. .. .. . . ,· apply, saying he was "very colfl.lr:. observers mternewed by The Ore ·
... ·faith in the district's ability to pn> Prophet !s described by many.. ID.itterl to Por'Ja:ad." .: · . . . go!"iia.n say. the. Portland School duce a i:l.1Jality product" · > ·· . as a "tremendously sl.tilled man": · . Born. almoilt 57 years' ago !iii District has a IO!lg way Iinder .
The' schmi! conducted "d who is miicu.l.ate aruheooi:tiv.e :md Okolona, MRSS., Prophet's tr<insi· .. Prophet's !e.aclersrup; too SUp€M· n..ationwicle search. to flnd someone a hard worker. · ·_ . . . , . . . . . .. tion from· a »year ·career i!ll tile.- tendent said rusjob was not yet capable of improving the image of While his car.eer.in educati.(m U.S. ArmY to education was,. per- . complete. .· .•. . . .. . .. . . , . the school· system and. brtnging the spans ohly' 15 years, Prophet has haps,' a J;laturnl step: His mother ''My biggest challenge," Prophet commwi.itytogether agam .. -.. .. ; ·.·gained 'national recogrution aS one· and ati!i.ts Were schoolteachers •. · · ·said; "i.s lo bring COI!'..flicting inter··
After a yearlong $213.000 search; .of the country's .outstanding public . ; When he retired from the mill· esi:s. together and remain an effi·' · in whiCh· Prophet emerged as one .. school executives and is one ofL"le · tary; after earni.ng the rank of cien t. conductor of a symphony
of thiB: finalists. from a field. of 100 . most eo lone!, joined the ·• • that plays cacophoruc musill!."
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-·_ :. PorUaU1d Pulb.Hc .Scho,ois'_ students· made.·. : . .- ', dramatic. progress stude'nfachievement durung the. '·
-· ._ in, serving impovernshed and > · - :· -·is-- a·nd _- dewru9ristratedL.: . For :: .- ·.
· · _ . have achieved a 62 percent rrmpfl"ovemenf: · . in' mathematics_ and 43 . percent in. readarig .. -. ', _;··
·· .. · ·. ·• : H]sp:aH1ic=American stude-nts achieved gah1s of 33 · in read hug_ .. · ·. · ·-and·65 pe_rcent in_ mathematics during the, :! : _. .· _,. · -;
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· · .. · · .··. _- com·munijty and civiibi O\ig]©lll1ffZ!aiions ·ory criUcal_ ftir -riew -tax base·- .
. · for· . · bringh1g . _.,_ -. . . if:n yeats and putting· the schoor hi _ ·- · ·.-·: · . for fhe_ x· · ..... _ - _ -· .. :?<:·;··>:'- ·. :·;.-: ,_· .•.
. . - In. •. :_i. ,-·· .. district prhiate sector to -p-royide
equcatJbnat at: ___ -. · ·.•-: ... Retrained·stafl- members: and Jntroduced- the;::new·_·;: .,..::
.. ... · ,.: .... oversaw .signifi_cant_ reductions :in centra! a_nd.,-::- ,_ ;,
- . -- expenditures schoorboartfs ,-_ .. -.. >--: to annuaHy reduce the district's totaf operating b_udQeL , __
. __ · ·· . over 10 years .saved $35 mmion;:with_ som·e_ $26_ mimon ·. redirected! infc)schoof'programs;·:· ... -. . ._-__ --.--.-_ ,_· ··- ,-
.•.•. ·. at.: · ... · ttaree area support offices ao_d ()pening ::of nine ,support.- : . _ ·_<· . - -high.;s(:ho_oL ___ · ___ ._ ··.:: __ :_.;·: . -··-·-._ -· :.<-: ·_. ', · .
.. . .. lntro'duced- 'and and, g_oai .. tJy an ·_ . -,·.-schools, programs, departments and c>"ffices.- . - .. _ -· .- _ -·- ____ - . - _
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. and supported .and US·S of the. Schoo[ .··. nationaHy recognized student=assessment systems based· on
· cu:rricuta" > .· · · · · · · · · · ··, :.· -,,.
. ·staff aHowijng earmarking of most, . ·-
.·of a. sav!ngs for- financing mtnchdneeded updating of. the schoo! aging . removing asbestos and ..
advance' refundang to meet .a· 'obijigation to. ' _ . merge ·two sepa.rate personnel reUr:ement systems. The
_· ; . procedure __ is expected to _save taxpayers ch)se to $500: .... · .. -. 'mmion: : ·:: -,: :'_,,· __ ·:·:,-. (.·_.·_ .. " .· ..
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' . ·.-.. ' . of 'new and .. -·. -: _:- groupS 1 as: ·-the . Reti_red- Jeacher/HOSTS Tutoring to _. -__ -•.
· · , succ.essftil gauns for .. ·.Participation in:· .. · .. · Porthuid .a group _of cfvk:'arui .business leaders1;.
addresse':t ein'pioyment-needs students .. ·· · __ , . <. _ _ · . · · , -· __ ,., __ , :.c }.:: , < - . __ -_.· -· - : ::_ _ .:, -: __ :<·.:, <-· .:__ _... . . _. , · .>·_. . _ - :- :: _
......... .the' simpHfy«ng-. and beenng ot _dnstrictwnde . discipline 'erry'phe1SUS 'ori s;udent' as_
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. :-._. _ .. probJems --:of_ child - ,youth·· - dropou·ts arnd_ of
'-<:support. programs· for: studeruf$ and -staff._ _ PorrUiand's ___ . dropout _rate. now is among the in America for urban schci9!s, ·-
_ _ : · _·_ u -is lower than O_regon _average· despite ·_ .. , - Port! and serving the largest p_ercentage· · a·noL of. . . student's. ---- .. ---· '-· -- · ._ .. _. ·- ·, ;: -. _ .> ·. · -.--.:. :- .
.. .. . M .. reQ'UIBr· meetings ·with. members the. schoo_r YouU·t Advisory_ .. ·. ·· ·cauncil____ -- - .. -, .-:_: :· - ·- · -_ · .. ·_ · --.---.. ·: ,,. - ..
: .• · .• :: '. ·: . ••• ·; • • ! • • ...... ··:·;· • ··.< . .... (. :-; .·· .. ' '•·
-_ -- :_lol reduce · through Project 'Return, an innovative progra!\11 at truancy
_ and its attendanf problems in .. the · community and to provide · educaHona! ·services to· hom·eless children. . · ·· · · - · · . . : . . . ..... . .·:." ... '_-;.:· > ·.·. ···,. _,;· ... ·: .. -: '
· - development-. and imp!eflientaHon of· nation-any recognized · ·. '- curricu_la: fn a!rgrade -
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.. deve!opmeni by com·muntty -.and. . ..-· · representatives of PorUand Bh.ueprint: for Students At Risk (STAR .P:Ian) an.d the planls [n schoois d[strktwide .. ; .. _
·-Refocused dl$trictwide res6ur6es to· aSsigb · \. ··specialists. (counse!ors) .to. elementarry .··schoo!s. and·.
9rasses to. aduU · · ·" '· · ' · · · .. -, : --·
ijn ·. .. use of schoo! facmt,i€/!s. for befolfEJe and .. . care programs ·. · · ....
. - .·: .. ·.:· ..... · .... . ...... · •·.· :. . ,· ... ·,. ·' ·. _· __ ·. .. -.·: . ... "'• '·_·_·
'. . .. ··ma-ndatory oJ .te·sts 'and--.::·> .... ·:
· ·· · ·. requiring.· sUidef11 ·passage of. .. · .. • . .· .. ? : · ...
· . .. numbers· -of to th.ear':',-:::;::"•.::t:-'c · . - education in
sehoo!s. and the 1}1 iuitary ;- · · .. : :. < -_. _: -- --_ · · ·: · :.:· . · ·::·:.: < '4 -· ·· · __ ·_· __ ·.. · ·.: . :··· .': ·:: · . ( · :<: . ..·· __ ,·:._; · :; .. : .. .· .. ::· -.. ·.:.:'· .·.:: ·.>: . --· .. /<:: -<·,_ .. · ... :. . . . ·: :-.Y) . < <iid'
· ·_ . ·: .. gangs unwelc_orna .on:; b{ n.e.ar_ s9.ho.ot b.1f . · -• .. .· .. :qllsph:1ys _ ot __ C0i9rs si'gnafs··:
· .. ' .•. ·. withir( tl). · search: and : for c6ntrapand
.... ·. · .... d1stance gang and actnvnne.s on ana near .. P.ort,hand:
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, . . .. . .· · · . training.'Jor and· ahdt: <?):· ,,,; · ·. of drugs_ and ii!cohoi_.. .. _-_ .. ,-·. · -: .. _- ". :..:X::::
· .. ···' .·· ... ::. ,··' .... '·'.·F:·.·:: .. ...... :.,.; :::·····::·':' ;:.3: :'··:·:-.;'>: ' ' ···.·<:;>.; ·. ,, :. . ... ,: . <:: ,):'· __ .. ·•.,>:·- · ..•. ' ' . · ...• .. '\ · · ·. trcainurig•or·au 7,"500 employees irfAIDS
· ·· ... · ·· __ .. · .Gmded .dehqate. balancing. m program·deye!opfrient ..
.·· prcniide .. ·the'.·. maximum·::amount- Of .ln_fqrrnatl_on. to matudUes and sensitivities of students and. employees.·· . .;: ·:.: . ' < ··;>•· .··.··· '
. · .. ·. ·· .· _P rqg,ram, :t;)o"Ostif1g·. the_.'. EHHQi_l m·ent,: and . perf9._rma.nce; ·
· temale.·and_ minority students Tn .·maJh :> studies. .. .. ·: .-.,, · .. ···>:-· : .. ·:· ·,.···•···. ·.:. __ ·-::·:: .. ·
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, .. through great controversy the_· lnsta'naHon .. of teen he.alth clinics in. many Portland high schoo!s
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· dramatlcaHy l mprovwn··g · heaun· services to_ impoverished students ·and · .. reducing t·e·en pregnancy Initiated condom distribution. in ·.
·Portland high JD. response h:i. urgent' need to protect· students from aniJ other. .· .... .. . . . .
··. \·.·.·· . .· ... .. ··. >.:· •. ·. ·. · .'. :spec-iaL hi'gh< prr6viding JndustrywguidecL
··in"_· _arud· tourism.1 .financii6li. . .. . qptHons by ·.
···-.opening·, magne:t ·prog.rams··Jn ··_and languages· ahd .. · .. : ·. - ... :.· ·• __ , ···· . , · ·
. . -Liunched ·:par(iier.ship; with- ·Poriuand c"ommunity Portland .. · · . . Stat'e Uni_versi'fy an.q ,porUa.nd _o-f .Teach.er$ to gro.om . _minority·· •·future
· -__ - increased · .. ·'numbers_ of. femaJe and .. · ·administra-tors in ·schools; and departments. ' · - .
: -... _ :_ ;strict ng · · - equitable- agreem<:ents f.or:. aU groups_ a·nd a strn<e free -. .· positive I?Jlbor _. - .. · . .-... . - .. . · ·.-
... · ·in through · de.velopnjeht .qf program and_ cmzen .-.
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05/13/2013 14:05 5032285254 ONEMAIN DOCUMART
BIOGRAPHICAL SKETCH i\1ATTHEW W. PROPHET JR., LT. COLONEL, US. ARMY
FORl\1ER PORTLAND OREGON PUBLlC SCHOOLS
Birthplace: Okolona, 1\fusissippi 1930
Educational Background: • Doctor of Humane Letters- Lillwis & Clark College, Portland, Oregon, 1993 (Honora:cy Degree) • Doctor ofEducation- Whitman College, Walta Walla, Washington, 1993 (Honorary Degree)
PAGE 04/04
• Post-Doctoral Fellow Certificate- National Program for Educational Leadership, U.S. Office of Education, 1972 • Ph.D. in Educational Supervision and Administration- Northwestern University, Evanston, Illinois, 1972 • Master of Art in Education Supervision and Administration- Roosevelt University, Chicago, Tilinois, 1970 • Bachelor of General Education- Univcrslty of Omaha, Omab:1, Nebraska, 1960
Matt had an illustrious mi1itaty care(:r, rising from private in 1951 to the rank oflieuto:nant cokmel at his retirement of 1971. He has served as a tactical and personnel.mau:1gement advisor to the Republic ofVietn<1m, military advisor to the Oh.io N:1tional Guard, nuclear weapons employment officer and unit commander for AmG:rican forces in Germany, artillery offi.cer for v:1rious United Nations units J:n .Korea, and chief of individual training for the Fifth United States .Army. During his military career, he received some awards and deco!:ltiona to include the Legion of Merit and the .Bronze star.
On April1, 1982, M:1ttb.ew Prophet was appointed to the superinteudency ofthc Portland .Public Schools. He came to Portland :from the superintendency of the Lansing (lvfichigan) School District, a post he had held since 1978.
Dr. Prophet .is a past president of the Large City Schools Superintendents organization for the United States and Canada. Be was also appointed by the Secretary of Education and confumed by the U.S. Senate to serve as a m.ember of the original National Assessment Governing Bo1.1rd.
Under Matt's leadership, Portland's $tudents made rem:ltkable academ.ic progress. For example, American students achieved a sixty-five percent improvement in mathematics and :1 forty-three pe:r.cent improvement in reading. Hispanic· American students also achieved sim.ila.r gains. Also thlil percentage ofbl:1ck high school graduates choosing to enter higher educ:1tion after graduation from high school, rose :from nine percent .in 1. 987 to eighty percent in 199 L
During br. Prophet's superintendency, Portl:1nd's dropout rate was among the lowest in the n:1tion for urban school districts. In fact, its dropoJJt rate was approx:imately the same as the state of Oregon, a parti.Cl.llarly significant accomplishment when one considers that Portlan.d seyyed the largest concentration of minority, poor and disadvantage students within Oregon. Also in 1991, as m.easJJred by the National. Assessment Governing board, Oregon's economically disadvantaged students (of whjch Portland constituted a significant percentage) were ranked number one in the nation amongst the states tested in basic ac:1dernic skills.
In recognition of his outstanding leadership for the Portland Pub1jc Schools, Matt was selected in 1.992 as Portland's First Citizen.
After his retirement .in l992, Matt has served or work{;ld the following capacities: Corporate)3oards: • U.S. Bank of Oregon
• Regence, BlJJ.e Cross/Blue Shield of. Oregon • The Regr.mce Group
Business :e_<m;ner: • Bickert, Prophet & Associates, LTD. (An executive search fmn)
EducationaUdvisor: • .Learning.com
Other ]?.oa.rds CAs a VQ!:unteerJ: • The Oregon Community Foundation. • Tbe Portland Teiichers Program • The Portland Chess Program • The Neighborhood :Partnership Fund • Tho Portland Youth Golf Association • The Oregon I Have A Dte:1m Foundation
Matt and ltis wife Frcddye have foT.u.' (:hildren aud six grandchildren.
-Finis,...
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