Behind the Black Victory By Kevin Mulligan In July, a group of parents and neighborhood people from Portland's Black community, the Black United Front, announced that they were calling for a boycott of Portland Public Schools by Black children unless specific changes in policy and administration were made. The demands of the group were: — A minimum minority enrollment of 40 percent in schools to which Black students are bused. — A requirement that white students who voluntarily transfer into early childhood education centers in the Black community will stay in the centers for all grade levels. — Establishment of two middle schools in the Black community so that Black students will have a neighborhood school to attend — Establishment of a minority hiring goal of 20 percent, the same as the percentage of minority students in the 55,000 student district, tor both teachers, and other staff, including administrators. — Establishment of goals for achievement test scores in schools involved in the desegregation plan. — Adoption of a plan to correct unfair treatment of Black students in disciplinary practices The initial response to these charges by the school district and administrators, was to recoil, establish lines of defense, and brand the Black United Front leadership “ irresponsible." This tactic didn't work in the Black community however, as parents and members of the public were quite aware that BUF leadership and membership included ministers, educators, business people, community organizers, and the like. It soon became apparent that the Portland Schoo! Board would have to confront, and change its desegregation plan and policies, or face the first major school boycott in Portland's history. As the issues developed, it became more and more clear that the BUF was justified in their complaints, correct in their assessment of where changes needed to be made, and very determined that there would be a school boycott if progress wasn't made by the start of the school year. After a marathon two day session of the School Board in late August, the following policy and administrative changes were offered: — Establish at least one. and possibly two, middle schools in the Biack community. — Establish school clusters lor conducting integration programs. — Require teachers and administrators in the clusters to learn about Black history and culture. — Establish a curriculum to enhance the “ self-worth and cultural identity ' of Black students. — Hire a personnel director with 13
RkJQdWJsaXNoZXIy NTc4NTAz