Oregon students have faced significant academic challenges in recent years, with issues like chronic absenteeism and low test scores affecting classrooms across the state. Oregon’s fourth graders, in particular, rank among the lowest nationally in both math and reading.
On Thursday morning, superintendents from Beaverton, Portland, and Parkrose school districts gathered at the Portland Metro Chamber Forum to discuss these ongoing issues and explore potential solutions.
The superintendents highlighted that chronic absenteeism is not limited to specific areas but is a statewide concern. Even when students are present in class, teachers face additional difficulties with students displaying more behavioral problems compared to pre-pandemic times. Forum attendees also pointed out that inadequate state funding is a major obstacle in meeting their educational goals.
A significant portion of the forum focused on the concerning literacy scores, especially among Oregon’s fourth graders. This age group is critical in terms of reading development. By the fourth grade, students should be able to use their reading skills to learn other subjects. However, if they struggle with reading, it can lead to further academic challenges.
The superintendents urged the community to get more involved in local schools. They encouraged people to tutor children and support school measures through voting. At the same time, they are calling on state lawmakers for increased funding to address the issues.
Portland Public Schools Superintendent Dr. Kimberlee Armstrong expressed concern about the number of students reading at grade level, emphasizing the need to allocate resources where they are most needed. “We need to focus on our students, both locally and statewide,” she said.
The topic of school funding has been a subject of debate for over a year. Many state lawmakers agree that schools require more financial support. However, some, including Governor Tina Kotek, have called for more accountability in how school districts use state funds. While the state has increased education funding in recent years, many school advocates argue that it still falls short of what is necessary for schools to succeed.
