Five years later, my daughter is still being harassed--and I've learned that simply calling someone…read more'racist' doesn't repair the damage or foster real understanding. I fully support Cleveland High's commitment to equity, but I believe our community deserves genuine learning, not symbolic gestures. What happened: The culinary teacher asked a volunteer to "give Alfonso a face," handing a white student a mold created during a prior unit on ethnic heritage. That student piped on icing, then classmates--including my daughter--posed for a photo with the finished cake, unaware it evoked blackface. Meanwhile, Black students and their families saw a painful reminder of a history of dehumanization. How it blew up: The teacher encouraged everyone to post their work online, and the image--three white students holding a blackface cake--sparked immediate outrage. Administrators lumped it in with noose and swastika graffiti, never noting it was a classroom assignment. Local and national media quickly labeled three "racist white girls" trying to sell their creation. The principal held a rally condemning hate, but when students asked why there had been no suspensions or other consequences for the girls, she replied the incident was still "under investigation"--the results were never made public. The restorative circle: Five days after the incident, the principal finally convened a circle with the Black Student Union--without the culinary teacher present or any disclosure that the blackface cake had been a classroom assignment. Rather than using that space to examine how the curriculum, the teacher's directives, and the school's broader white-supremacist culture enabled this harm, administrators chose the easiest narrative: framing it solely as an intentional hate act. By lumping it in with noose and swastika graffiti and placing full blame on three students, they sidestepped any meaningful discussion of systemic failings and missed the chance to acknowledge their own institutional responsibility to families of color. That circle proved the most instructive experience of my daughter's two years at Cleveland--she emerged with profound new insights--but it also violated restorative justice's fundamental principle that all parties share their stories. What followed: Despite appealing to the PPS school board for answers, they declined to comment, citing teacher protections and "student privacy." At the same time, our daughter was already receiving death threats--and under the "impact matters, not intent" framework, any public explanation risked making things worse for her. Fearing for her safety, we chose not to speak to the media. My daughter left the PPS system after 10th grade. The incident profoundly changed her perspective on institutional racism--but most of her classmates never gained that insight What this says about Cleveland High: This episode could have been a teachable moment for all students about how white supremacy continues to shape school culture--from blackface molds to one‐off "culture fairs" unmoored from curriculum. Instead, students were shamed without real instruction. Bottom line: Cleveland High's response was incomplete. I share this so that, if another school faces something similar, it chooses education and transparency over mere symbolism. Honest conversations are the only way forward.

this school is pissing me off this school cant make rules im gonna switch my kids outta of this…read moreschool i told my friends to switch theres kids beacuse this school is horrible the new rule of being late to class IS BAD IDEA and slow my daughter was like 1 mins late to class and they shut there door right at her face and made her go back to the office to get a yellow pass for her to enter the class the made her 10 times more late this school

We've had such a great experience with the preschool at St. Ignatius! We get daily updates through…read moreSeesaw, as well as reminders. The teachers, Matt and Ash, have been fantastic - so kind, patient, and clearly love what they do. Our child feels safe, supported, and excited to go to school every day, which says a lot! They have gone above and beyond to make sure she thrives both socially and academically. Also, because it's a PreK-8, they get access to library, PE and Music class! She comes home every other day with a story about something she learned in PE, a new song that is stuck in her head or wonderful book that she wants to tell us about. We also love that the preschoolers get chances to interact with the older kids during their family group time - This is going to help make the transition to Kindergarten a lot easier! Since our daughter is just about to turn 4, she will be completing a second year of Pre-K in the 2025-2026 school year and we are all very excited she gets another year with Matt, Ash and many of the friends she has made this year!

Our child is only in pre school at St. Ignatius, but we have been very happy with their pre school!…read moreWhen looking for a pre school in the neighborhood, I Googled things like "Portland preschools near by" and St. Ignatius did not pop up. Many of the pre schools that did pop up were small mom and pops with little or no availability. With no previous experience with St. Ignatius, I finally specifically searched this local school after getting waitlisted elsewhere and we signed up for it. The teachers and staff are amazing. Very loving towards the children and communicate excellent with families. They even provide multiple pictures every day via the Seesaw app so we know exactly what she is doing every day! Highly recommend St. Ignatius!

Portland Waldorf School is a truly magical place. Our child has flourished here -- from the…read morenurturing environment of preschool to the thoughtful, inspiring rhythm of the grade school. The teachers are extraordinary: they see and support the whole child -- academically, emotionally, and creatively. Each day feels intentional and full of wonder, and the community is warm, grounded, and deeply connected. We're so grateful to be part of a school that honors childhood while cultivating capable, curious, and confident learners. I hope more families explore the Waldorf philosophy.

wonderful high school with a great director. most of the teachers are wonderful but the Spanish…read moreteacher Isabel Umanzor will flunk your student without any explanation or communication. my son went to 8 years of Waldorf in Sonoma county with wonderful teachers who helped with so much support. We were happy to get him into P.W.S in Portland. But the Spanish teacher is reactive and punitive without due diligence or clarity. I would give P.W.S five stars if it wasn't for her.

I didn't know anything about Montessori before enrolling my kids at Sunstone. I am now a…read morefull-fledged convert to the Montessori method. This school has been fantastic for our children--not only are they learning but, more importantly, they are developing a love of learning. They have gone from feeling indifferent to school to doing long division at home for fun, or begging us to sign them up for after school classes.

We didn't know much about Montessori before enrolling our son at Sunstone Montessori four years…read moreago. We've appreciated the wealth of parent education nights that have informed us about the absolute brilliance that is Montessori education. Wow, Maria Montessori. Each time we're at the school for parent education or some sweet gathering for families, we feel starry eyed and grateful to be able to have our kids at a Montessori school. On top of that, Sunstone is a great community of compassionate people. The year is full of sweet community events and seasonal gatherings. My kids look forward to school the great majority of their days and come home proud of the research/math/knitting or other awesome things they've done. The guides are all excellent, committed and caring, and clearly like family with each other. Truly my only complaint is that I wish we could walk there! And I wish they'd start a high school!

My daughter has been at Cottonwood this school year as a kindergartener, and overall our experience…read morehas been really positive. Cottonwood is a great fit for families who value community, outdoor learning, and a smaller, more relational school environment. Her K-1 blended class has helped her grow academically and socially, and she's developed a real love for math, reading, and hands-on learning. Field trips and outdoor enrichment, like exploring Oaks Bottom, have been a big highlight. What stands out most is the culture of care. From day one, staff across the school made a point to welcome her by name, which helped a big transition feel safe and personal. That kind of consistency and attention really matters with young kids. I also appreciate being able to volunteer and stay connected to the classroom/fieldwork. Seeing the environment firsthand has reinforced why it works well for our family. Cottonwood offers something special for families looking for thoughtful teaching, strong relationships, and real community.

I have had both of my kids here since kindergarten. It is an incredible community and child…read morecentered and with deeply enriching curriculum. It's focus on field work has my kids connected and knowledgeable about Portland--its ecology, history, and its civics. With a strong focus on social emotional learning, my kiddos are developing skills in emotional regulation, communication and restorative justice.

My updated review reflects our family's experience at Ren from grades 1-8. Our child is now a…read moreFreshman at St Mary's Academy and is on the honor roll despite having some learning differences. Ren prepared our daughter for a rigorous college prep program. Although she had some nervousness about final exams and needed a primer on letter grades and GPA, she was academically well-prepared. The girls who attend St Mary's after Ren School seem to excel. Most importantly, Ren was instrumental in helping my daughter develop a strong sense of herself. Ren's holistic approach to education, with a focus on social and emotional development, is stellar. It mattered to me that our daughter's education encompassed far more than just book learning. Over the years, she was nurtured and went from a timid and anxious child to a confident and creative young woman. As a college professor, I recognize the importance of academic preparedness. I also know that social and emotional stressors can make it challenging to learn. Being in a safe community where she was known and cared for by all the teachers meant the world to our family. Thank you, Ren!

Ren is still a really magical place, as per my previous review. Like at most smaller schools,…read morespecific experiences and accommodations will vary by grade and teacher, which means it can be a bit of a roll of the dice year to year. My experiences thus far are still all with the lower school, which has a noticeably different feel than the upper, though there's abundant mingling in all the good ways. Reading through a bunch of other more recent reviews I'm updating mine to reflect reality on some points that others have found frustrating in theirs: * The school does not have specific services, expertise or accommodations for neurodiverse kids. There is no counselor or administrator with specific training or credentials for helping ND scholars, and the overall body of staff lacks up-to-date pedagogy and training on the most current and effective ways to help these students, though there are *plenty* of well-meaning, helpful adults on the team, who do their very best. That said, the open, creative and varied nature of the environment *can* make it a much better fit for some ND kids than a standard classroom, and as such there are many ND kids in the student body who are thriving. But it's important to make sure that your kiddo will fit within the (not super explicit) boundaries when deciding if Ren is a good fit. Be open and clear about any special needs/quirks/features of your child to make sure it'll be a good fit, and if your visit day leaves you with open questions, ask for another one! Everyone wants everyone to succeed and no one is helped by accepting a student who won't flourish. * The school is not well organized, in terms of paperwork, documentation, administrivia, follow-up, etc. If you're looking for the well-oiled accountable machine of larger or more established environments, you may find this very frustrating. Everything takes a while, and you generally have to bring things up a bunch of times before things start moving. It's a worthwhile trade for a space where your kid can feel safe and happy, but one you need to decide to make so it doesn't irk you along the way. * While the kids form solid and important relationships in school, that does not extend out to the parent-body, which can leave some families feeling isolated. No PTA or parent interest groups, and minimal volunteer participation, though there is a core of very willing and available parents who show up if an effort can be organized for a specific issue or by a specific class. I remain an enthusiastic parent of multiple scholars, and am grateful that a welcoming and creative space like Ren exists, even if it does have rough edges to keep working on. If you find me in a local parent group or some such thing, I'm always happy to talk about Ren and answer questions. Good luck!

I had never been to this Portland high school. But I did for a public event. This is a review of…read morethe auditorium as an event space. The auditorium is available for public rentals. The building is newer, 60's on a vast campus with more parking than most schools. The auditorium holds about 800 on the main floor and 1400 including the balcony. AV systems are up to date and the acoustics sounded good. They are easier to rent in Summer when school is out and they have their own security. Staff was solid.

All 3 of our kids went through Wilson and came out with pretty decent educations that prepared them…read morefor college. Their teachers could be meh, or they could be outstanding. All of the kids got through college and graduate school. BUT our experience was with Honors students. We have had exchange students who have been in the 'regular' classes and some of those classes are pretty sad. Not all, but some. We despair over the History curriculum in particular. The counselors are wonderful, but this is not an OES or a Jesuit, where the push to help kids get into private college is a priority. The relatively-new principal, Brian Chatard, is definitely making headway in improving the standards and pushing the school more towards responsibility and excellence. The school is solid, though not exceptional.