A Deeper Look at the

Black-White Achievement Gap

in Multnomah County:
A Report to the Black Parent Initiative

Winter 2009
Purpose of the Report
This report was commissioned
by The Black Parent Intitiative,
a program developed to address
the continuing educational
gap between Black students
and their White counterparts in
Portland-area schools. The report
was made possible by a grant
from The Chalkboard Project,
an effort to share best practices,
broaden perspectives, and bring
the citizens of Oregon together
to help assure a superior public
education system.
T
he Black Parent Initiative (BPI) seeks to develop a data-
driven Roadmap that will, broadly speaking, track the status of
Portland’s Black students. In doing so, the Roadmap will identify
and celebrate schools that have the highest-achieving Black students. It
will also quantify the existing achievement gap and illustrate where local
schools have failed to adequately address the gap. The Roadmap will help
BPI address the achievement gap to the extent that it successfully pairs
personal experiences with solid, understandable statistical analysis.
ECONorthwest (ECO) has conducted a rigorous analysis of data from the Oregon
Department of Education (ODE) to provide BPI with a statistical portrait of Black
students and their teachers in six Multnomah County school districts:
ww Centennial
ww David Douglas
ww Gresham-Barlow
ww Parkrose
ww Portland
ww Reynolds
This report presents our findings related to the Black achievement gap, achievement
growth, student mobility, and selected teacher characteristics. These findings provide
valuable context for the personal experiences related by community members as part
of the BPI project.
1
Profile of Black Students in Multnomah County’s Public Schools

Key Findings
Across the U.S., the difference in achievement levels of Black and White students has been well documented. While this report confirms
that finding for schools in Multnomah County, it uses detailed student-level data provided by the Oregon Department of Education to
perform a deeper assessment of the condition of education for the region’s Black students. The report’s key findings include:
ww In the 2006–07 school year, 10,403 Black students were enrolled in six Multnomah County school districts, and 72 percent
attended Portland Public Schools. The Oregon Department of Education classified 79 percent of Black students as economically
disadvantaged based on their participation in the Federal School Lunch program.
ww Across all grades, black students are significantly more likely than their White counterparts to change schools from one year to
the next, most likely as a result of changing residence. Therefore, the academic, social and emotional disruptions that result from
moving and changing schools are more likely to affect Black students. For both Blacks and Whites, elementary school students
are the most likely to change schools, and high school students are the least likely. However, the mobility gap between Black and
White students increases over time. In the early grades, Black students are about 1.5 times more likely to change schools than
White students. By high school, Blacks are nearly twice as likely to change schools as Whites.
ww An analysis of achievement scores during the 2003–04 through 2006–07 school years indicates that Black students score about
6 to 9 points lower than White students—roughly 1.5 grades of achievement growth. That gap in achievement is relatively
constant across all tested grades (3rd through 10th). This suggests that Black and White students are learning at similar rates while
they are enrolled in Multnomah County schools but that, collectively, the school districts have not narrowed the achievement gap
during recent years.
ww Comparing Black and White students based on the share of students who meet or exceed the state’s standards tells a different,
but potentially misleading, story about the gap. For example, 71 percent of Black students met or exceeded the 3rd grade reading
benchmark in 2006–07 compared with 87 percent of White Students—a 16-point difference. For 10th graders in 2006–07, only
35 percent of Black students met/exceeded the reading benchmark compared with 68 percent of White students—a 33-point
difference. So, the meet/exceed analysis suggests the achievement gap was twice as large for 10th graders as it was for 3rd graders.
However, the difference in the two groups’ average test scores was the same: an 8 point gap for both 3rd graders and 10th graders.
The mechanics of the meet line, and how it falls in the distributions of test scores, drives a false perception that the gap widens at
higher-grade levels.

2
Profile of Black Students in Multnomah County’s Public Schools

ww An analysis of year-to-year student growth within schools indicates that—for the majority of Multnomah County schools—Black
and White students attending the same school learn at roughly the same rate. Generally speaking, where Black students exhibit
high growth, White students do as well. And where Black students struggle, White students struggle too. A handful of exceptions
exist.
ww In a search for schools that serve Black students particularly well, an analysis of growth rates suggests that some schools are
especially successful in driving math growth, others reading, but it’s rare for schools to exhibit above average growth in both
subjects. In short, the goal of providing consistently strong growth in every grade and both subjects has eluded Multnomah
County schools during recent years.
ww Math programs worthy of investigation for best practices include Grout and Hollydale in the early grades; Hosford in the
middle grades; and Reynolds and Grant High Schools. In each of these schools, Black students learned at a higher rate than the
Countywide average for Black students, and they also closed the achievement gap with White students in their own schools.
ww Reading programs worthy of investigation for best practices include Shaver and Sabin in the early grades; and Sabin, Gray, Mt.
Tabor, Dexter McCarty, and George in the middle grades. In each of these schools, Black students learned at a higher rate than
the Countywide average for Black students, and they also closed the achievement gap with White students in their own schools.
ww An analysis of teacher characteristics indicates that Black students are more likely to attend schools with high rates of teacher
turnover than White students. Turnover is particularly pronounced in the middle grades where Black students have a 27 percent
chance of having a teacher who is new to their school, compared to 17 percent for White students.

3
Profile of Black Students in Multnomah County’s Public Schools

Across the six districts analyzed, Black students accounted for 11 percent of public school enrollment, although Black students are
concentrated in the Portland school districts—72 percent attended PPS schools, equal to 16 percent of total enrollment in PPS, while
Black enrollment across the remaining districts was only 6 percent of total enrollment (see Table 1).
In general, Black students appear relatively disadvantaged compared to White students along multiple dimensions. Within the region,
they are much more likely to be considered economically disadvantaged (ED) than are White students, although the ED label, as
defined in the ODE data is an imperfect indicator of actual socio-economic status. ED rates vary across districts, with the greatest
Black-White gap in share of enrollment labeled ED in PPS. Black students are also much more likely than Whites to be special
education students. The relatively greater geographic mobility of Black students compounds this challenging demographic profile.
Overall, 91 percent of the White students enrolled in non-transition grades during 2006–07 were at the same school as in 2005–06.1
The proportion for Black students is only 80 percent. On the other hand, both Black and White students are similar in that both
groups face relatively fewer language barriers, as measured by ESL enrollment, than the student body as a whole.

Table 1: Selected characteristics of students in six Multnomah County districts, by district and race, SY 2006–07
Gresham-
Portland Parkrose Reynolds Centennial David Douglas Total
Barlow
Total 2006–07 enrollment 46,643 3,701 11,578 12,388 6,839 10,497 91,646
Share econ. disadvantaged 50.0% 62.6% 60.6% 35.4% 43.7% 63.1% 50.9%
Share ESL enrollment 10.8% 19.9% 28.3% 12.0% 20.4% 24.7% 15.9%
Share special education 15.5% 12.9% 14.8% 12.8% 11.6% 12.2% 14.3%
Black enrollment 7,514 514 761 313 336 965 10,403
Share of district enrollment 16.1% 13.9% 6.6% 2.5% 4.9% 9.2% 11.4%
Share econ. disadvantaged 80.6% 81.9% 74.6% 61.0% 61.3% 81.0% 79.1%
Share ESL enrollment 6.7% 2.9% 3.5% 0.6% 5.4% 8.8% 6.3%
Share special education 19.5% 18.7% 24.4% 19.5% 18.5% 19.2% 19.8%
White enrollment 25,734 1,747 6,146 8,941 4,342 5,993 52,903
Share of district enrollment 55.2% 47.2% 53.1% 72.2% 63.5% 57.1% 57.7%
Share econ. disadvantaged 31.3% 48.4% 46.5% 25.3% 35.5% 53.9% 35.5%
Share ESL enrollment 1.7% 8.1% 10.6% 2.2% 10.1% 16.8% 5.4%
Share special education 15.7% 14.3% 16.3% 13.3% 11.9% 12.5% 14.7%

Source: ECONorthwest analysis of ODE data

1
Calculations based on the schools at which a student is enrolled for the longest period of time during the relevant school year. Calculations include students enrolled in 1st through
5th, 7th, 8th, and 10th through 12th grade. We excluded students attending a school in 2005-06 that did not exist or was restructured in 2006–07, and vice versa. 4
Student Mobility

Comparison of Black and White Student Mobility between SY 05-06 and SY 06-
Moving to a new home and changing schools can create difficult Figure 1: Comparison of Black 07and White student mobility
and disruptive transitions for children. Adjusting to these changes, between SY 05-06 and SY 06-07 in six multnomah county
and building new relationships with teachers and peers, can take
school districts
an academic as well as a social and emotional toll. This problem is
mitigated in the normal transition years (between elementary and
20%
middle school, and middle school and high school) by orientation 10th-12th
11%
programs and extra support for incoming students. Also, students
typically make the normal school transitions without changing

Grade in SY 06-07
29%
residences. However, students who change schools in non- 7th-8th
17%
transitional years most likely have changed residences, so they must Grade in SY 06-07
cope with disruption both at home and at school, and they must do
30%
so without the programs available to students in normal transitional 2nd-5th
19%
years.
Figure 1 shows a comparison of the proportion of Black and White 0% 5% 10% 15% 20% 25%
Percentage of Students Who Changed Schools
30% 35%

students in Multnomah County who moved between school years. Black Students White Students
Students were included if they did not attend the same school in
Source: ECONorthwest analysis of ODE data
2006-07 that they did in 2005-06.2 Sixth and ninth grades are not
included because most children in those grades are transitioning to middle or high school. Figure 1 shows a significantly higher
mobility rate for Black students compared to their White counterparts. For all grades, the mobility rate for Black students is
about 10 percentage points higher than for White students.
In higher grades, as students become less likely to change schools overall, Black mobility increases relative to White mobility.
In the elementary grades, Black students are about one and a half times more likely to change schools compared to White
students. In middle school, Black students are about 1.7 times more likely to change schools, and in high school Black students
are about twice as likely to change schools.
While Figure 1 shows that students are less likely to change schools as they move into higher grades, it is important to note
that this does not necessarily mean they are not changing residences at the same rate. Because catchment areas for elementary,
middle and high schools get progressively larger, students have a higher likelihood of changing residences within the same
catchment area in higher grades. So while students are changing schools less frequently, and experiencing fewer school-related
transitional problems, the effects of changing residence may continue to be a problem for them both in and out of school.
5
Achievement Gap—Measured by Share Meeting Benchmark

SHARE OF STUDENTS WHO MET OR EXCEEDED THE STATE

BENCHMARK BY GRADE AND RACE, SY 2006–07
Figures 2 and 3 compare the share of Black Figure 2: Math
100%

and White students in the six districts who

90%
met or exceeded the state reading and math
benchmarks in 3rd through 8th, and 10th 80%

grades for the 2006–07 school year. Based 70%

on this common method of reporting, 60%

analysts often conclude that Black students 50%

are falling further behind their White
counterparts as they progress through 40%

grades. For math, the Black-White third 30%

grade gap is 25 percentage points, growing 20%met or exceeded math benchmark

Percent

to 30 percentage points by 10th grade. The 10%

growth in the achievement gap appears
even more pronounced for reading— 0%
2 3 4 5 6 7 8 9 10 11 12

growing from 16 to 33 percentage points Figure 3: Reading

Grade

between 3rd and 10th grade. 100%

90%

80%

70%

60%

50%

40%

30%

20%
Percent met or exceeded reading benchmark

10%

0%
2 3 4 5 6 7 8 9 10 11 12
Grade

White Black

Source: ECONorthwest analysis of ODE data

6
Achievement Gap—Measured by Average Assessment Score

Table 2 looks at the achievement gap in a different way—comparing the raw scores of Black and White students. This analysis tells a
different story. Here the gap is typically between 6 and 9 points and is consistent across grades and years.
Unlike the meet/exceed analysis just presented, which implies a growing achievement gap, this analysis suggests that Black and White
students are learning at similar rates in Multnomah County schools, maintaining roughly the same achievement gap over the years.

Table 2: Average RIT score for Multnomah County students by year, grade, and race
Math
Grade 3 Grade 5 Grade 8 Grade 10
Year White Black Diff. White Black Diff. White Black Diff. White Black Diff.
2004 213 206 7 226 219 7 237 229 8 -- -- --

2005 213 206 7 226 220 6 238 229 9 237 231 6

2006 213 207 6 225 219 6 238 228 10 235 229 6

2007 211 204 8 225 217 8 238 229 9 235 227 7

Reading
Grade 3 Grade 5 Grade 8 Grade 10
Year White Black Diff. White Black Diff. White Black Diff. White Black Diff.
2004 216 208 8 225 218 7 235 230 5 -- -- --

2005 216 209 8 225 220 6 235 230 7 241 233 7

2006 216 209 7 226 219 7 236 229 7 241 234 7

2007 217 209 8 225 217 8 236 229 7 240 232 8

Notes:
1. Includes only students attending Multnomah County schools during specified grade and year.
2. 2004 scores are not directly comparable to other years because they do not include school IDs. 2004 averages are for students who attend Multnomah County
schools at some point, but not necessarily in 2004.
3. Significant differences in who drops out (e.g., if a relatively larger share of low-performing Black students drops out between 8th and 10th grade) could affect in-
terpretation of the apparently stable achievement gap. Based on our analysis to date, however, we have no reason to believe that such differences would affect the
broad conclusions suggested by Table 2.
Source: ECONorthwest analysis of ODE data
7
Achievement Gap—Measured by Average Assessment Score

A commonly stated hypothesis is that Black-White disparities in socio-economic status (SES) are largely responsible for the observed
Black-White achievement gap. While the ODE data do not directly identify students’ poverty status, the data flag students as economically
disadvantaged for the purpose of enrollment in the free and reduced-price lunch program. These data can serve as a proxy for low SES.
Examining the achievement gap separately by students’ status suggests that SES does indeed drive the achievement gap (see Table 3).
Across grades and subjects, the achievement gap is smaller when students are grouped by whether they are economically disadvantaged.
Significant differences remain, however. Our proxy for SES is a far from perfect measure of SES and it is not clear whether more refined
measures of affluence would suggest even greater explanatory power for SES or would clearly identify differences in achievement even
after rigorously controlling for SES.
Gender, on the other hand, does not explain any significant portion of the Black-White achievement gap. Other than on 3rd grade reading
tests, Black males and Black females each trail their White counterparts by similar margins in the benchmark grades (see Table 4).

Table 3: Difference between average Black and White RIT Table 4: Difference between average Black and White
scores for Multnomah County students by grade, subject, RIT scores for Multnomah County students by grade,
and SES, 2006-07 subject, and gender, 2006-07

Reading Reading
Grade 3 Grade 5 Grade 8 Grade 10 Grade 3 Grade 5 Grade 8 Grade 10
All students 8 8 7 8 All students 8 8 7 8

Economically disadvantaged 4 6 4 5 Female 9 8 8 8

Non-disadvantaged 4 6 6 6 Male 6 9 7 8

Math Math
Grade 3 Grade 5 Grade 8 Grade 10 Grade 3 Grade 5 Grade 8 Grade 10
All students 8 8 9 7 All students 8 8 9 7

Economically disadvantaged 5 6 5 5 Female 8 8 9 7

Non-disadvantaged 6 6 8 6 Male 7 9 9 8

Note: Includes only students attending Multnomah County schools during specified grade and year.
Source: ECONorthwest analysis of ODE data 8
Achievement Gap—Comparison of Measurements

DISTRIBUTION OF READING RIT SCORES IN SIX MULTNOMAH

COUNTY SCHOOL DISTRICTS BY RACE, SY 2006–07
The seemingly contradictory stories of the two previous Figure 4: 3rd Grade
analyses are driven by the dynamics of “meet” line and
precisely where the line falls along the distribution of
Black and White test results. Figures 4 and 5 show the
distribution of Black and White test scores for reading in Black average 209
8 points

3rd and 10th grade during the 2006–07 school year. White average 217

Looking at the difference in average scores, we find that 87% of White students 16 percentage points
16 percentage difference
point
White students outperform Black students by about eight met benchmark
difference
71% of Black students
points in both the 3rd and 10th grades. They have roughly met benchmark
the same rate of learning growth across grades.

Benchmark
This finding contrasts with the significant difference
between the meets/exceeds rate for the two groups.
The definition of the 3rd grade benchmark means
that 71 percent of Black students and 87 percent of
white students fall into the meet or exceed categories, Figure 5: 10th Grade
a 16 percentage point difference. The definition of the
10th grade benchmark means that only 35 percent of 8 points

Black and 68 percent of White students fall into the meets White average 240
Black average 232
or exceeds categories, a 33 percentage point difference.
It is tempting to attribute the increased difference in the
“meets/exceeds” rate between 3rd grade and 10th grade to 68% of White students
met benchmark 3333percentage
percentagepoint
a dramatic difference in learning growth between Black 35% of Black students
point difference
difference

and White students, but this is not the case. Our analysis met benchmark

shows that, on average, schools are bringing Black and

Benchmark
White students along at the same pace over time. Schools
have not managed to close the achievement gap, but
neither have they allowed it to widen over time.

Source: ECONorthwest analysis of ODE data

9
Achievement Growth within Schools

In Figure 5, we analyze year-to-year math Figure 5: Average 1-year change in math RIT score for White and Black
achievement growth in early grades (3rd students by elementary school
to 4th and 4th to 5th) for Black and White 12.00
students for individual schools. Average
11.00
annual achievement growth for Black
students is measured along the horizontal 10.00

axis, and the average annual growth for 9.00

White students is measured along the 8.00

vertical axis.
7.00

Each point in the Figure measures growth 6.00

for Black and White students within an
5.00
individual school. In schools that fall
directly on the diagonal yellow line, the 4.00

math achievement of Black and White 3.00

students changed at identical rates. Schools 2.00

that fall above the line have higher growth Avg. Change in Math RIT Score -- White Students
1.00
among White students than Black students,
0.00
and conversely, schools that fall below 0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 9.00 10.00 11.00 12.00
the line have higher growth among Black Avg. Change in Math RIT Score -- Black Students

students. Source: ECONorthwest analysis of ODE data

For the majority of Multnomah County schools serving 3rd-5th graders, the difference in Black and White achievement growth for
math is not statistically significant. That is to say, although many schools do not fall directly on the diagonal line, they are sufficiently
close to it that we cannot conclude that the Black-White growth rates are different. A number of exceptions exist where Black
achievement grows at faster rates than White achievement and vice versa. We draw similar conclusions looking at other subjects and
grade levels (see Appendix for comparable analyses).

10
School-by-School Analyses

Math and Reading Achievement Score Growth for Black Students Compared to White Students at the Same
School and Black Students in Multnomah County
A key purpose of this project was to highlight Multnomah County schools that serve Black students especially well while also drawing
attention to schools that may need improvement. To identify schools in both categories, we looked at achievement levels and growth.
Specifically, for both math and reading, we evaluated achievement growth for Black students relative to White students in the same
school. Then, we looked at growth of Black students in a school relative to the overall County average level for Black students. So, a
school that performs well on both metrics could claim that its Black students are learning at a faster rate than other Black students
in Multnomah County and that it is closing the achievement gap within the school. Conversely, schools that perform poorly on each
metric would have Blacks underperforming relative to Blacks across the County and a widening achievement gap.
The following pages show results for each Multnomah County school that recorded at least 10 test scores for Black students during
the 2003–04 to 2006–07 school years. The schools are listed from the greatest overall positive difference to the greatest overall negative
difference in achievement growth for Black students compared to White students. While all schools have some degree of positive or
negative difference between Black and White students, only the schools for which the difference is statistically significant are reported
here (see Appendix A for details).
ECONorthwest’s analysis indicates that few schools have consistently positive or negative achievement gaps between Black and White
students for both reading and math. This is true whether Black students are compared to White students within the same school, or to
Black students across the County. However, a handful of schools at each level stand out for their progress in closing the achievement
gap, and another handful stand out for their difficulty in doing so. Tables 3, 4 and 5 show the results of our school-by school analysis.
Math programs worthy of investigation for best practices include Grout and Hollydale in the early grades; Hosford in the middle
grades; and Reynolds and Grant High Schools. In each of these schools, Black students learned at a higher rate than the countywide
average for Black students, and they also closed the achievement gap with White students in their own schools.
Reading programs worthy of investigation for best practices include Shaver and Sabin in the early grades; and Dexter McCarty,
Gray, Sabin, Mt. Tabor, and George in the middle grades. In each of these schools, Black students learned at a higher rate than the
countywide average for Black students, and they also closed the achievement gap with White students in their own schools.

11
School-by-School Analyses—Early Grades
Table 5: MATH RIT SCORE GROWTH
Black students compared to:
READING RIT SCORE GROWTH
Black students compared to:
Multnomah County White students County average White students County average
at the same for Black at the same for Black
Early Grades school students school students
Shaver + + +
West Powellhurst + +
Table 4 reports the findings for schools serving 3rd through 5th
Grout + + graders—predominately elementary schools. Out of 85 schools in
Ainsworth +
Multnomah County with with 3rd, 4th and 5th grades, 20 schools
Hollydale + +
The Emerson + have significantly higher achievement growth for Black students
Lynch View + compared to White students in reading, math or both. Eighteen
Sabin + +
schools have statistically significantly lower growth for Black
Vestal + +
Bridlemile + students, and two schools have higher growth in reading and lower
Laurelhurst + growth in math.
Llewellyn +
Sunnyside Environmental + In Math, Grout and Hollydale schools have closed the achievement
Menlo Park
Bridger
+
+
gap between Blacks and Whites in the same school and between
Troutdale + Black students across Multnomah County. Shaver and Sabin have
Margaret Scott + made similar progress in reading achievement. These schools merit
+
Lee
Cherry Park +
a closer look to understand how their practices have helped to close
King + the achievement gap between Black and White students.
Buckman + -
Irvington - Unfortunately, some early grades in Multnomah have made less
Mill Park - progress in closing the achievement gap. For math, Russell Academy,
Clark -
Maplewood + - -
Prescott, Butler Creek, Highland, Hall and East Gresham schools
James John - have lower achievement growth for Black students than for White
Chief Joseph -
students in the same school and for Black students across the County.
Salish Ponds -
Rosa Parks -
Maplewood, Harold Oliver, Woodlawn and Lynch Wood have similar
Glencoe - achievement gaps for reading. These schools warrant a closer look to
Sitton -
understand the problems they face in closing the achievement gap.
Earl Boyles Elementary -
Harold Oliver - -
Woodlawn - - -
Lynch Wood - -
Russell Academy - -
Prescott - -
Butler Creek - -
Highland - - -
Hall - -
East Gresham - -
12
*Only schools with statistically significant differences between Black and White achievement levels are reported in this table.
School-by-School Analyses—Middle Grades
MATH RIT SCORE GROWTH READING RIT SCORE GROWTH
Table 6: Black students compared to: Black students compared to:

Multnomah County White students County average White students County average
at the same for Black at the same for Black
Middle Grades school students school students
Table 5 shows the statistically significant differences
Dexter McCarty + + +
in reading and math achievement growth for middle
Gray + + +
schools (6th, 7th and 8th grades) in Multnomah
Sabin + +
County. Out of 44 schools with middle grades,
Mt Tabor + + +
Hosford + +
14 schools have statistically significantly higher
George + + +
achievement growth in math, reading and/or both
Jackson + +
for Blacks compared to Whites, fifteen have lower
Lincoln Park + achievement growth, and two have mixed results.
West Sylvan +
In Math, Hosford Middle School has closed the
Floyd Light +
achievement gap both between Blacks and Whites
Reynolds + +
in the same school and between Blacks at Hosford
Gordon Russell +
Centennial +
and Blacks throughout Multnomah County. Dexter
da Vinci +
McCarty, Gray, Sabin, Mt. Tabor and George Middle
Winterhaven - +
School have accomplished the same in reading. These
Fernwood + - schools merit a closer look to understand how their
Hauton B Lee - practices have helped to close the achievement gap
Tubman - between Black and White students.
Metropolitan Learning Center -
On the other end of the spectrum, several middle
Walt Morey -
Beaumont - -
schools give cause for concern. For math, Beaumont,
Clear Creek -
Parkrose and Ron Russell Middle Schools have lower
Portsmouth - -
achievement growth for Black students than for White
Harold Oliver - students at the same school and for Black students
Parkrose - - - across the County. Alice Ott has a similar achievement
Trillium - - gap for reading. These middle schools warrant a
Irvington - closer look to understand what problems are standing
Lynch Wood - in the way of closing the achievement gap.
Ron Russell - -
Alice Ott - - -
Faubion - -
13
*Only schools with statistically significant differences between Black and White achievement levels are reported in this table.
School-by-School Analyses—High Schools

Table 6 shows statistically significant

Table 7: MATH RIT SCORE GROWTH READING RIT SCORE GROWTH
differences in math and reading achievement
Multnomah Black students compared to: Black students compared to:
growth for high schools in Multnomah
County High White students County average White students County average County. Out of the 12 high schools, three have
at the same for Black at the same for Black
Schools school students school students statistically significantly higher achievement
growth rates in math and three have higher
Centennial +
growth rates in reading for Black students
Reynolds + + compared to White students. Two have lower
growth rates in math, and seven have lower
Wilson +
growth rates in reading.
Gresham +
For math, Black students at Reynolds and
Pursuit of Wellness Education + Grant High Schools have significantly higher
Grant + + - -
achievement score growth compared to
White students and compared to other Black
David Douglas - students across the County.
Cleveland - Black Students at Grant, Benson Polytechnic
Jefferson -
and Franklin High Schools have significantly
lower reading achievement growth compared
Benson Polytechnic - - -
to White students at the same school and to
Franklin - - Black students across the County.
Parkrose - - These schools warrant a closer look to
understand how their practices are affecting
*Only schools with statistically significant differences between Black and White achievement levels their achievement outcomes for Black
are reported in this table.
students.

14
Teacher Characteristics—Turnover

In numerous regions across the country, Figure 7: Probability that a student is taught by a teacher new to the school,
researchers find strong correlations between
by region, grade level, and race, SY 2005-06
student and teacher characteristics within and
across school districts.3 These studies suggest 18%
that low-income and minority students are more High School
12%

likely to have lower-paid and less experienced

teachers than are other students. Teacher Middle Grades
27%

experience is, in turn, correlated with student 22%

achievement. In addition, novice teachers Multnomah County

appear more likely to leave schools with high Early Grades
16%
16%
proportions of minority, low-income, and low-
achieving students. Teacher turnover is expensive
20%
for schools and school districts, and may High School
12%
negatively impact student achievement.
Our analysis of enrollment and teacher Middle Grades
PPS
27%
17%
characteristics for the 2005-06 school year
suggests similar correlations between Black 16%
enrollment and teacher characteristics within Early Grades
16%
Multnomah County. However, we do not
find any compelling evidence of systematic 0% 5% 10% 15% 20% 25% 30%

efforts to enroll Black students in schools with Black White

sub-par teaching faculties. Across schools, Source: ECONorthwest analysis of ODE data

the correlations between the relevant teacher

characteristics (salary, experience, and turnover), and the share of a school’s enrollment that is Black are either not statistically
significant or are statistically significant, but are small in magnitude and sensitive to the inclusion of one or two schools with atypical
characteristics.
3
See, for example, “How districts shortchange low-income and minority students” in Funding Gaps 2006 (Education Trust) by Marguerite Roza and “Within-school variation in
teacher quality: the case of ninth grade” (American Journal of Education, May 2008) by Ruth Curran Neild and Elizabeth Farley-Ripple.

15
Teacher Characteristics—Turnover

In an ideal world, a student’s race would not directly impact the odds of having a teacher with less desirable characteristics within
a given school. In practice, Black students could be relatively more or less concentrated in classes taught by such teachers. We
cannot test this hypothesis directly because the ODE data do not link students to individual teachers. We can, however, estimate
the likelihood that a typical Black student in Multnomah County has a teacher new to the school (i.e., who was not teaching at the
school in the prior year) under the assumption that race does not affect teacher assignment within schools.
During SY 2005–06, across all grade levels, Black students in the six Multnomah County districts were three percentage points
more likely to have a teacher new to their school. Because Black students are concentrated in PPS, this countywide average masks
a greater disparity. Within PPS, Black students were 1.4 times, or five percentage points, more likely to be taught by a new teacher.
The gap expands significantly between elementary school and higher grades, with a negligible difference between Black and White
students in lower grades and a gap of between six and ten percentage points for students in middle and upper grades (see Figure 7).

16
Teacher Characteristics—Experience

Figure 8: Probability that a student is taught by a teacher with Research strongly suggests that whether a teacher is a
less than five years teaching experience, by region and race, “novice” is more important to student achievement than
SY 2005–06 is total teaching experience. This report defines a novice
teacher as one with less than five years teaching experience,
although the general conclusions are based on both higher
and lower experience thresholds. The results vary by grade
19%
Multnomah level and district.
County 16%
Looking across the six districts, White students were
slightly more likely to have a novice teacher in SY 2005–06
than were Black students. However, this finding derives
19%
largely from the concentration of Black students in PPS
Portland Public and the fact that PPS teachers are, on average, more
Schools 14% experienced than teachers in other districts. Within PPS,
Black students were almost equally likely to have a novice
teacher, at least under the optimistic assumption that race
0% 5% 10% 15% 20% does not affect class assignment (see Figure 8).

White
Source: ECONorthwest analysis of ODE data
Black Black students in middle and upper grades fare slightly
worse relative to White students than their counterparts
in elementary school. Within PPS, Black students in
elementary grades were about one percentage point less
likely to have a novice teacher, while Black students in
higher grades were about three percentage points more
likely than White students to have a novice.

17
Appendix A

Average Math and Reading Achievement Growth

in Multnomah County Schools
School Years 2003-04 through 2006-07

A-1
Multnomah County Early Grades (3–5)

MATH READING
Black students compared to: Black students compared to:
Average change Average change Number of Average change Average change Number of
in RIT score for in RIT score for White students at County average for Black students’ in RIT score for in RIT score for White students at County average for Black students’
Black students White students the same school Black students tests included Black students White students the same school Black students tests included
Abernethy 5.50 5.16 0.34 -0.35 10 4.78 3.91 0.87 -0.48 9
Ainsworth 7.90 6.38 1.52 2.06 10 8.20 2.77 5.44 2.95 10
Alameda 6.20 7.09 -0.89 0.35 40 5.68 5.21 0.46 0.42 40
Arleta 4.80 5.45 -0.65 -1.06 20 3.45 5.64 -2.19 -1.82 20
Astor 8.11 6.87 1.24 2.27 18 2.11 4.36 -2.25 -3.16 18
Atkinson 7.54 6.29 1.25 1.70 13 6.17 4.74 1.43 0.91 12
Rosa Parks 4.93 4.91 0.02 -0.95 82 2.74 1.98 0.76 -2.58 81
Beach 7.42 8.46 -1.05 1.60 62 6.61 4.86 1.74 1.37 61
Boise-Eliot 6.39 7.08 -0.68 0.57 165 5.59 5.72 -0.13 0.35 165
Bridger 6.42 6.27 0.16 0.58 33 6.81 4.01 2.81 1.57 32
Bridlemile 9.92 9.00 0.92 4.09 13 4.77 4.71 0.06 -0.49 13
Buckman 6.80 5.43 1.37 0.96 35 3.11 3.03 0.09 -2.17 35
Capitol Hill 6.21 6.53 -0.32 0.36 19 3.79 3.54 0.25 -1.48 19
Chapman 8.63 8.08 0.55 2.80 19 7.00 4.69 2.31 1.75 19
Chief Joseph 3.56 5.07 -1.51 -2.32 43 5.05 5.06 -0.01 -0.22 43
Clarendon 5.24 6.40 -1.16 -0.62 50 5.66 3.76 1.90 0.41 47
Clark 5.38 7.64 -2.26 -0.48 50 5.58 7.40 -1.82 0.33 50
Creston 6.70 6.28 0.42 0.85 10 6.10 5.00 1.10 0.84 10
Faubion 4.84 6.16 -1.31 -1.04 96 4.44 4.97 -0.53 -0.85 94
Glencoe 4.71 3.34 1.37 -1.15 24 2.54 1.35 1.19 -2.74 24
Grout 8.39 5.01 3.38 2.57 36 6.33 5.72 0.61 1.09 33
Hayhurst 5.08 3.20 1.88 -0.78 13 3.62 3.26 0.35 -1.65 13
Irvington 5.39 5.01 0.38 -0.48 149 4.44 3.49 0.96 -0.85 144
James John 6.00 6.69 -0.69 0.15 54 2.98 4.79 -1.81 -2.31 53
Kelly 3.76 6.62 -2.85 -2.10 21 3.20 5.75 -2.55 -2.07 20
King 5.92 8.73 -2.82 0.07 241 5.93 7.57 -1.64 0.72 232
Laurelhurst 5.09 4.98 0.11 -0.77 44 4.77 1.46 3.31 -0.50 39
Lee 6.00 5.49 0.51 0.15 30 7.37 9.30 -1.94 2.13 30
Lent 4.81 8.78 -3.97 -1.05 21 3.13 5.36 -2.24 -2.14 16
Lewis 8.00 6.74 1.26 2.16 10 5.00 6.78 -1.78 -0.26 10
Llewellyn 5.08 5.41 -0.34 -0.78 13 6.62 3.49 3.13 1.36 13
Maplewood 7.92 6.98 0.95 2.08 13 2.85 4.82 -1.97 -2.42 13
Marysville 5.57 6.41 -0.85 -0.29 23 6.25 5.71 0.54 1.00 24
Peninsula 5.72 5.63 0.09 -0.13 39 4.49 4.73 -0.25 -0.78 35
Richmond 6.70 6.94 -0.25 0.85 23 3.73 3.39 0.34 -1.54 22
Rigler 5.24 5.57 -0.33 -0.62 71 4.15 4.84 -0.69 -1.13 71
Rose City Park 6.38 7.36 -0.98 0.53 29 6.07 4.82 1.25 0.82 29
Sabin 6.14 6.01 0.12 0.30 132 6.61 3.44 3.18 1.41 131
Scott 5.52 5.50 0.02 -0.34 33 5.52 4.52 1.00 0.26 31
Sitton 2.86 2.51 0.35 -3.03 51 4.11 3.93 0.18 -1.16 45
Sunnyside Environ. 6.63 3.62 3.01 0.78 16 3.93 5.51 -1.58 -1.33 15
Vernon 5.16 6.73 -1.57 -0.71 111 5.38 2.86 2.52 0.13 108
Vestal 6.58 4.15 2.43 0.73 40 6.35 4.42 1.93 1.11 37
Whitman 4.54 5.46 -0.92 -1.32 26 3.44 4.64 -1.20 -1.82 18
Woodlawn 4.90 3.93 0.97 -1.01 188 3.90 6.23 -2.33 -1.44 186
Woodmere 7.17 5.79 1.38 1.33 36 6.37 6.21 0.17 1.13 35
A-2
Multnomah County Early Grades (3–5), page 2

MATH READING
Black students compared to: Black students compared to:
Average change Average change Number of Average change Average change Number of
in RIT score for in RIT score for White students at County average for Black students’ in RIT score for in RIT score for White students at County average for Black students’
Black students White students the same school Black students tests included Black students White students the same school Black students tests included
Woodstock 5.82 5.35 0.47 -0.03 11 4.30 3.35 0.95 -0.96 10
Markham 5.50 5.08 0.42 -0.35 22 4.30 3.92 0.38 -0.96 20
Rieke 4.27 6.04 -1.77 -1.58 11 4.45 2.95 1.51 -0.81 11
The Emerson 10.58 11.02 -0.44 4.75 12 3.42 7.21 -3.80 -1.85 12
Prescott 2.27 5.99 -3.72 -3.61 /33 5.25 4.46 0.79 -0.01 32
Russell Academy 1.89 4.72 -2.83 -3.98 19 5.32 5.95 -0.63 0.06 19
Sacramento 5.78 7.01 -1.23 -0.07 36 5.84 5.11 0.73 0.59 38
Shaver 8.97 7.81 1.16 3.15 32 8.44 5.45 2.99 3.21 32
Alder 6.16 4.72 1.43 0.31 19 4.56 6.98 -2.43 -0.71 18
Fairview 5.48 7.66 -2.18 -0.37 29 7.11 7.90 -0.79 1.86 28
Glenfair 4.65 3.25 1.40 -1.21 40 5.49 5.43 0.06 0.23 37
Hartley 6.62 4.70 1.92 0.77 21 7.19 5.80 1.39 1.94 21
Margaret Scott 7.71 7.58 0.13 1.88 38 7.54 7.27 0.27 2.31 39
Davis 7.45 8.28 -0.83 1.61 11 3.50 6.82 -3.32 -1.76 10
Sweetbriar 7.41 5.85 1.57 1.57 17 7.53 6.64 0.89 2.28 17
Troutdale 8.37 7.70 0.67 2.53 19 7.26 7.43 -0.17 2.02 19
Wilkes 4.79 4.85 -0.05 -1.07 29 4.41 6.35 -1.94 -0.86 27
Salish Ponds 4.39 6.77 -2.38 -1.47 28 5.56 6.25 -0.70 0.30 27
East Gresham 0.50 5.56 -5.06 -5.37 12 0.08 5.40 -5.31 -5.19 12
Highland 4.12 7.34 -3.22 -1.74 17 3.29 7.10 -3.81 -1.97 17
Hall 1.50 6.05 -4.55 -4.36 10 6.40 5.79 0.61 1.15 10
Hollydale 8.69 6.62 2.06 2.85 16 8.13 6.99 1.13 2.88 16
North Gresham 8.33 6.67 1.66 2.50 18 7.67 6.23 1.43 2.42 15
Powell Valley 6.20 7.41 -1.21 0.35 10 3.56 5.48 -1.92 -1.71 9
West Gresham 6.64 6.72 -0.08 0.79 11 6.73 5.06 1.67 1.47 11
Lynch Meadows 6.62 4.98 1.64 0.77 13 8.33 4.39 3.95 3.09 12
Harold Oliver I. C. 6.25 5.24 1.01 0.41 44 3.36 6.10 -2.74 -1.93 42
Lynch View 10.45 7.51 2.95 4.62 11 9.09 5.21 3.89 3.85 11
Lynch Wood 7.16 6.93 0.23 1.32 19 2.50 6.28 -3.78 -2.77 18
Butler Creek 1.50 5.71 -4.21 -4.37 12 7.27 5.14 2.13 2.02 11
Cherry Park 5.83 7.04 -1.21 -0.02 47 7.24 7.31 -0.07 2.01 46
Gilbert Heights 5.14 6.30 -1.17 -0.72 37 5.61 5.38 0.24 0.36 36
Gilbert Park 7.56 7.63 -0.08 1.72 27 6.69 6.71 -0.01 1.45 26
Lincoln Park 5.15 6.33 -1.18 -0.70 26 5.50 5.24 0.26 0.24 24
Menlo Park 8.80 7.31 1.49 2.99 49 5.37 5.30 0.07 0.11 49
Mill Park 5.82 7.52 -1.70 -0.03 39 3.62 5.81 -2.20 -1.66 39
Ventura Park 4.77 5.88 -1.11 -1.09 35 5.19 5.67 -0.48 -0.07 36
West Powellhurst 9.91 8.91 1.00 4.11 35 7.82 7.33 0.49 2.59 33
Earl Boyles 3.72 7.13 -3.40 -2.14 29 4.44 5.27 -0.83 -0.82 27

Bolded numbers indicate a statistically significant result. In order to determine whether or not Black students’ gains were significantly different than the gains for white students attending the same school, ECONorthwest first calculated the difference in the
mean gain among these groups.  Then, because differences in means may arise by chance, ECO performed statistical tests (a t-test with standard errors clustered at the student level) to identify which schools had Black-White differences that were statistically
distinguishable from zero at the 10 percent level. Similarly, to identify the schools in which Black students were outperforming Black students countywide, ECO calculated the difference between the mean gain at each school and the mean gain for Black
students at all the other schools in Multnomah County.  ECO then performed statistical tests (a t-test with standard errors clustered at the school level) to identify which schools were statistically distinguishable from the overall average.

Source: ECONorthwest analysis of ODE data from 2003-04 to 2006-07.

A-3
Multnomah County Schools with Middle Grades (6–8)

MATH READING
Black students compared to: Black students compared to:
Average change Average change Number of Average change Average change Number of
in RIT score for in RIT score for White students at County average for Black students’ in RIT score for in RIT score for White students at County average for Black students’
Black students White students the same school Black students tests included Black students White students the same school Black students tests included
Alice Ott 3.07 5.01 -1.94 -0.30 74 2.66 4.24 -1.58 -1.71 73
Beaumont 2.90 3.97 -1.07 -0.51 447 3.99 4.23 -0.24 -0.38 436
Binnsmead 3.41 4.17 -0.76 0.04 170 4.55 4.64 -0.09 0.22 168
Centennial 4.10 3.98 0.12 0.75 102 5.84 5.88 -0.04 1.53 99
Clear Creek 2.54 4.51 -1.97 -0.84 61 3.48 3.87 -0.39 -0.87 62
da Vinci 3.05 2.19 0.86 -0.33 119 4.01 2.83 1.18 -0.34 120
Dexter McCarty 6.68 5.91 0.76 3.34 40 6.95 5.40 1.55 2.63 40
Faubion -1.26 -0.90 -0.36 -4.65 23 1.86 2.90 -1.04 -2.49 22
Fernwood 3.26 3.42 -0.16 -0.12 223 3.40 2.23 1.17 -0.99 222
Floyd Light 6.13 5.39 0.74 2.86 150 4.64 5.28 -0.64 0.31 150
Foster/CSC SLC 6.08 1.14 4.94 2.72 12 2.53 1.25 1.28 -1.81 15
George 5.55 3.83 1.71 2.26 161 5.51 4.01 1.50 1.21 156
Gordon Russell 5.27 4.87 0.40 1.92 56 5.29 5.51 -0.23 0.96 52
Gray 4.53 4.03 0.50 1.18 47 7.33 4.70 2.63 3.02 45
Gregory Heights 3.07 3.15 -0.08 -0.30 162 4.01 4.41 -0.40 -0.34 161
Harold Oliver I.C. 1.76 5.28 -3.52 -1.61 21 7.35 5.21 2.14 3.02 20
Hauton B Lee 3.77 4.78 -1.01 0.42 215 4.57 4.89 -0.32 0.24 211
Hosford 6.20 4.54 1.66 2.88 80 4.24 4.04 0.21 -0.10 78
Irvington 3.30 7.82 -4.52 -0.07 20 6.05 7.00 -0.95 1.72 19
Jackson 5.35 4.61 0.74 2.02 83 5.70 3.63 2.07 1.39 81
Kellogg 3.75 4.04 -0.29 0.39 73 3.79 3.79 0.00 -0.56 75
Lane 2.72 2.23 0.49 -0.67 106 4.46 3.69 0.76 0.12 103
Lincoln Park 6.60 6.42 0.18 3.24 10 2.60 3.60 -1.00 -1.74 10
Lynch Meadows 3.43 4.35 -0.93 0.06 14 4.71 5.68 -0.96 0.38 14
Lynch Wood 1.45 6.24 -4.79 -1.92 11 5.09 5.27 -0.17 0.75 11
Menlo Park 5.55 9.45 -3.90 2.18 11 6.00 7.04 -1.04 1.66 10
Metropolitan L.C. 2.10 3.28 -1.18 -1.28 30 3.66 4.63 -0.97 -0.69 29
Mt Tabor 4.66 4.26 0.40 1.32 100 6.88 4.77 2.11 2.59 97
Ockley Green 3.39 2.82 0.57 0.03 287 4.33 3.51 0.82 -0.01 287
Parkrose 1.89 3.11 -1.23 -1.56 249 3.56 4.31 -0.75 -0.82 248
Portsmouth 1.81 1.36 0.45 -1.62 180 2.74 3.02 -0.29 -1.67 178
Reynolds 4.20 4.62 -0.42 0.85 127 5.75 5.23 0.53 1.46 130
Rigler 0.29 -0.83 1.12 -3.09 14 5.07 1.25 3.82 0.73 15
Ron Russell 0.61 2.60 -1.98 -2.84 139 3.88 4.46 -0.58 -0.47 134
Sabin 2.92 4.50 -1.58 -0.45 24 8.00 5.01 2.99 3.68 24
Sellwood 4.03 3.51 0.52 0.67 31 3.74 3.03 0.72 -0.60 31
Sunnyside Environ. 4.60 3.34 1.26 1.25 45 4.00 3.53 0.47 -0.34 48
Trillium 1.57 1.08 0.50 -1.81 28 2.50 2.88 -0.38 -1.85 26
Tubman 3.16 3.92 -0.77 -0.22 208 3.35 3.28 0.06 -1.04 207
Walt Morey 3.61 5.11 -1.50 0.25 59 4.54 4.86 -0.32 0.21 59
West Orient 5.00 5.84 -0.84 1.64 11 4.30 5.08 -0.78 -0.04 10
West Sylvan 6.41 6.77 -0.36 3.08 51 4.13 4.36 -0.23 -0.21 52
Whitaker 2.76 1.74 1.02 -0.61 34 4.91 3.46 1.45 0.58 34
Winterhaven 5.50 7.30 -1.80 2.14 12 4.50 4.63 -0.13 0.16 12
Bolded numbers indicate a statistically significant result. Bolded numbers indicate a statistically significant result. In order to determine whether or not Black students’ gains were significantly different than the gains for white students attending the same
school, ECONorthwest first calculated the difference in the mean gain among these groups.  Then, because differences in means may arise by chance, ECO performed statistical tests (a t-test with standard errors clustered at the student level) to identify which
schools had Black-White differences that were statistically distinguishable from zero at the 10 percent level. Similarly, to identify the schools in which Black students were outperforming Black students countywide, ECO calculated the difference between
the mean gain at each school and the mean gain for Black students at all the other schools in Multnomah County.  ECO then performed statistical tests (a t-test with standard errors clustered at the school level) to identify which schools were statistically
distinguishable from the overall average.

Source: ECONorthwest analysis of ODE data from 2003-04 to 2006-07.

A-4
Multnomah County High Schools

MATH READING
Black students compared to: Black students compared to:
Average Avgerage Number Average Average Number
change in RIT change in RIT of Black change in RIT change in RIT of Black
score for Black score for White White students at County average students’ score for Black score for White White students at County average students’
students students the same school for Black students tests included students students the same school for Black students tests included

Benson Polytechnic -0.62 0.43 -1.05 -1.63 125 3.07 4.54 -1.47 -1.05 132

Centennial High School -0.59 1.22 -1.80 -1.36 17 8.10 6.24 1.86 4.26 20

Cleveland High School -0.89 -0.47 -0.42 -1.70 28 2.23 5.25 -3.02 -1.77 26

David Douglas High School 0.75 1.03 -0.29 0.01 63 4.40 6.47 -2.07 0.49 70

Franklin High School 1.26 0.33 0.93 0.54 31 2.00 4.74 -2.75 -2.03 32

Grant High School 1.99 0.40 1.59 1.48 119 2.81 5.56 -2.75 -1.38 141

Gresham High School 2.09 0.09 2.00 1.39 22 6.61 6.11 0.50 2.74 23

Jefferson High School -0.21 -1.07 0.86 -1.14 123 4.04 8.14 -4.11 0.11 132

Lincoln High School -0.39 -1.09 0.71 -1.18 31 5.19 4.39 0.81 1.30 36

Madison High School 0.83 -0.33 1.16 0.09 52 4.88 4.93 -0.05 1.00 52

Parkrose High School 1.74 5.44 -3.70 1.06 43 3.73 6.40 -2.68 -0.24 51

Pursuit of Wellness
Education at Roosevelt
Campus 2.86 1.13 1.73 2.21 29 4.00 3.27 0.73 0.05 29

Reynolds High School 2.91 1.18 1.73 2.30 43 5.15 6.20 -1.05 1.26 41

Sam Barlow High School 0.27 1.49 -1.22 -0.48 11 5.00 4.98 0.02 1.07 12

Wilson High School 0.67 -0.46 1.12 -0.08 21 6.08 3.25 2.83 2.20 24

Bolded numbers indicate a statistically significant result.

Source: ECONorthwest analysis of ODE data from 2003-04 to 2006-07.

A-5