This school sucks ass. People are super racist homophobic and sexist. People get into fights all…read morethe time and classes are interrupted by yelling. The lunch schedule also sucks, we can only eat for like ten minutes and it stresses me the hell out. Im so tired by the end of the day. A lot of kids come to school just to socialize and it pisses me off. We get substitutes way to much but thats kind of a plus in some classes. Mrs. Halbigs great though and art classes are fun but thats it.

Frequent fights and the smoking of weed. Horrible school 0/10 don't recommend. Heightened my…read moreanxiety by 10 fold.

the school education system is so bad. In half the classes you don't learn anything and the teaches…read moredon't care at all. it's so annoying when you get in trouble for the smallest thing. Im student at this school and its just horribl.

The NUMBER ONE reason I am posting this review is because "Mr. A" is AMAZING. He runs the TLC (for…read morestudents with special educational needs) and he completely transformed the experience my child had in middle school. He is so kind and is SO GOOD with his students. Really, the entire TLC team is amazing, and they have built an incredible community among the students they teach.

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

It's a hostile environment for kids who aren't part of the "in" crowd. My kid was bullied in class…read moreby another student and the teacher turned a blind eye. This was in an IB class.

My son, who attends LHS for the IB program, has been making his homework and generally likes all…read morehis teachers -- a completely new situation for me. We moved to Portland from the Netherlands, where he did little or nothing, and I am so happy to see him enjoying school, making new friends (whom I all like when I meet them), attending the Iron Chef Wednesday lunches, and thinking about his future and what he really wants to do with his life. When we attended the parent/teacher conferences together in October, he received one compliment after another from his teachers. Already encouraged by Ms. Chapman, the Principal, who answered my emails personally, and the really nice staff at LHS, who helped with documents and requirements for the IB and regular high school attendance, I realized that in real terms LHS has meant so much more for us. It was the base from which we chose our home and has helped determine our location and views on Portland. We like, no make that love, weird!!! Thank you Lincoln and thank you Stumptown.

I attended a football game at Grant High School in Portland, OR on 9/2/2016. The visiting Tigard…read moreTigers by a score of 57-20, but it was still a fun game to watch. They sold pizza at the game for $3.00 and chips for $1.00. Plus, I took photos.

If you like great teachers, possible lead poisoning, falling celling tiles, and dead rodents, then…read moreyou'll love Grant! As far as pps schools go, it's alright. But it's probably safest to go to after the 2019 remodel.

Concerns Regarding Bridges Middle School I feel a deep…read moreresponsibility to speak candidly about systemic issues that impact both staff and students at Bridges Middle School. Although the school publicly brands itself as an inclusive, neurodiversity-affirming program, the reality behind closed doors tells a very different story. Inadequate Curriculum and Staff Training Bridges utilizes little to no curriculum designed specifically for students with learning differences. Much of the curriculum is sourced from Teachers Pay Teachers and then modified by educators-most of whom have received little to no formal training in curriculum modification. Historically, Bridges has employed general education teachers without licensure in special education and without providing them with meaningful training in best practices for supporting students with learning differences. These are major oversights by administration. Families who pay $32,000 a year deserve highly qualified educators using well-vetted, evidence-based curriculum. Unsafe and Unsupported Learning Environments Teachers are routinely excluded from the development of Behavior Support Plans (BSPs), yet they are held solely responsible for implementing these plans-even when they do not reflect the realities of the classroom or students' actual needs. Staff receive no formal training in positive behavior support strategies, despite being asked to manage increasingly complex student behaviors without the necessary tools or collaboration. Safety protocols are also deeply inadequate. During my time at Bridges, I witnessed serious incidents-including students choking peers with stools and threatening gun violence-that were met with little to no follow-up or transparent safety planning with teachers. Administrative responses occurred behind closed doors, leaving educators without guidance or protection. This places both staff and students at risk. Discrimination and Toxic Leadership A troubling pattern of discrimination has emerged over multiple years, resulting in high staff turnover. This past year alone, every staff member with a disability was terminated-each due to symptoms associated with their disability. Legal action has been taken by more than one former employee. Meanwhile, the head administrator-who publicly identifies as a "neurodivergent coach"-has engaged in repeated discriminatory and retaliatory behavior. When staff presented documented evidence disproving false claims made by her, we were explicitly told to stop providing evidence that contradicted her narrative. This not only undermines trust, but fosters a culture in which misinformation and ableism go unchecked. For someone who holds a prominent voice in Portland's disability community, these actions are deeply hypocritical and harmful-especially within a school that claims to serve disabled students. Leadership Instability and Family Misinformation The school principal, who also teaches future educators at a prominent university, has overseen the marginalization and removal of highly capable staff. Due to her own complex trauma, she struggles to set boundaries, often overcommitting and failing to follow through-then placing blame on staff for the fallout. Decisions are frequently made to appease the most dissatisfied parent, rather than based on what is best for students. This has led to a revolving door of educators and a loss of much-needed continuity for students with disabilities. Misalignment Between Public Promises and Reality Despite public claims, Bridges does not offer: - Rigorous, standards-aligned curriculum with measurable outcomes - Ongoing professional development - Equitable access to educational opportunities - A culture of fairness, honesty, or integrity When conflicts arise from this lack of transparency, administration often pits teachers against families and actively excludes educators from important family meetings. While I believe some administrators genuinely hope to create a school that reflects the values stated on the website, they are being actively undermined by longer-serving leaders who resist anything that isn't her idea. It is my hope that this testimony helps shine a light on critical issues that deserve immediate attention-not just from prospective families, but from regulatory bodies, funders, and advocates for educational justice.

Bridges changed my sons life. The teachers were patient and kind. They didn't use punishment as a…read moretool which too often happened at other schools. They treated him with respect and ended up getting it in return. This school actually loves LD kids and kids who think differently. And finally they did a great job his 8th grade year helping us find a good high school and preparing him for the next stage of his education. Nothing bad to say about Bridges Middle 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!