In each display, the scores of the Non-Disadvantaged schools are shown as point "O" on the vertical axis. Simply stated, this represents the average achievement of these schools (normally a P-score* of 50) for each of the indicated years. The achievement of the Disadvantaged schools is shown by the broken line, with the dots representing the deviation of this group from the average. To illustrate, a deviation of minus 7 for the target schools would indicate that the average score of this group was 7 "P-score" points below the average of the non-target schools; a deviation score of minus 3 would mean 3 "P-score" points below the average and so on.

As of this writing, results are still not available for the year 1972/73 and are therefore only reflected by an astrisk.

GRADE 3

It is the opinion of many informed educators that compensatory education makes its greatest impact on younger children. Portland's program lends credence to that belief with the trend for Grade 3 showing a dramatic upward shift.

It may be seen from Figure A on the next page that the deviation score for the target schools in 1961/62 was minus 7, reaching a low of minus 8 in 1965/66. With the advent of the first full year of compensatory education in 1966/67, a remarkable upward trend began, reaching a high in 1969/70. At that time, the Disadvantaged schools were only 3 points below the average of the comparison schools. During the last two years they have dropped slightly to a minus 4 but have maintained that point to the present-a truly outstanding accomplishment.

GRADES 5 AND 7

The results of Grades 5 and 7 (see Figures B and C respectively), while not nearly as striking as Grade 3, are nevertheless, highly encouraging.

Grade 5 results seem to indicate that the target schools have been able to stabilize their programs to the point that achievement is no longer dropping. In fact, between 1961/62 and 1968/69, there is little variation in the achievement pattern. The trend in interrupted in 1969/70 with a marginal drop while 1970/71 shows a significant 3 point increase followed in 1971/72 by a slight drop. It is quite possible that the changing pattern of the last three years is strongly influenced by the children who have been in the compensatory program for a number of years.

Grade 7 manifests a "V" shaped trend. Between the years 1961/62 and 1967/68 there is an almost steady drop. After that point, however, the extra resources spent on the target students appear to have paid dividends. By the end of the 1971/72 school year, the upward climb is quite noticeable and very encouraging.

The "P-score" is a score on a standard score scale which has a mean of 50 and a standard deviation of 10. The letter "P" is used simply to denote that the standard score scale is applied to a distribution of scores representing the achievement of Portland Public Schools students.

Figure Α

Grade 3

Composite Reading and Arithmetic Achievement of Grade 3
Students in the Disadvantaged Schools of Areas II and III
compared with the Non-Disadvantaged Schools in the Same Areas
for the Years 1961/62 -

-

1971/72.

Figure B

Grade 5

Composite Reading and Arithmetic Achievement of Grade 5
Students in the Disadvantaged Schools of Areas II and III
compared with the Non-Disadvantaged Schools in the Same Areas
for the Years 1961/62 -- 1971/72.

0

(Average "p" Score for Non-Disadvantaged Schools)

-1

-1

-2

-2

-3

-3

46

-4

-5

-6

-7

-8

-5

-6

-7

-8

Figure C

Grade 7

Composite Reading and Arithmetic Achievement of Grade 7
Students in the Disadvantaged Schools of Areas II and III
compared with the Non-Disadvantaged Schools in the Same Areas
for the Years 1961/62

-

1971/72.

Chairman, General Subcommittee on Education, Education and Labor Committee, U.S. House of Representatives, Washington, D.C.

DEAR MR. CHAIRMAN: Enclosed is the listing you requested of all of the special accounts we currently use to account for fund sources to the Portland Public Schools other than our General Fund operation. In the time since I appeared before the Labor and Education Committee we have closed out a number of accounts that were carry over from FY 1972, so the total is less than the 192 we carried then. However, I think the number is still large enough to show the administrative problems we have with accounting for special projects.

Sincerely,

CHARLES A. CLEMANS,

Director, Intergovernmental Relations.

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