The Metropolitan Learning Center (MLC) in Portland, Oregon, a public school with a unique and storied history, recently found itself under scrutiny. Oregon State Representative Lew Frederick, familiar with MLC’s ethos since his father-in-law helped establish the school and where he himself once taught, expressed little surprise upon reading the Portland Public Schools investigation report detailing internal conflicts at the institution. For Frederick, the described tensions, particularly concerning Principal Macarre Traynham, unfortunately mirror a recurring pattern: new administrations attempting to impose conventional norms on a school fundamentally built on unconventional educational principles.
Image of Oregon State Representative Lew Frederick discussing the history and philosophy of Metropolitan Learning Center in Portland.
“The investigation, and seemingly the school administration’s perspective, reveals a profound lack of understanding regarding the foundational principles of the Metropolitan Learning Center,” Frederick stated. He highlighted this disconnect as “disturbing,” pointing out a historical resistance to acknowledging the school’s core tenets, a resistance dating back to similar challenges in 1975. This recent investigation was triggered by parental complaints alleging Principal Traynham of employing bullying tactics to enforce changes, pushing teachers into uncomfortable racial discussions, and excluding students from crucial meetings. These accusations surfaced at a school deliberately conceived over four decades ago on the bedrock of open-mindedness and collaborative learning.
A нестандартное начало: The Genesis of MLC
The roots of the Metropolitan Learning Center trace back to 1968, originating as a small, experimental study group within Couch School. Driven by a vision to revolutionize education within Portland Public Schools, parents advocated for the creation of an independent K-12 program. In a period marked by school desegregation efforts and racial unrest in North and Northeast Portland, MLC’s founders proactively sought to cultivate a diverse student body, both ethnically and socioeconomically. An Oregonian article from October 1968 captured this intention, quoting the school’s philosophy as inviting both white and Black students of all ages to enroll, emphasizing that “a big part of education is learning how the other fellow lives.”
Amasa Gilman, the school’s inaugural principal, embodied this philosophy of egalitarianism. Famously removing his office door, Gilman symbolized his belief in the equal importance of every student and staff member within the learning environment. At Metropolitan Learning Center Portland, students were granted significant agency in shaping their education, having an equal voice with adults in determining curriculum and learning methods. Attendance was flexible, subjects of study were based on student interest, and traditional grading systems were absent. As described in the same Oregonian article, “In short, students do as they please,” reflecting the radical departure from conventional educational norms. While this approach drew criticism from parents accustomed to traditional schooling, it fostered a strong sense of community and collaboration within the Metropolitan Learning Center.
Navigating Resistance: Upholding MLC’s Collaborative Ethos
Gilman’s tenure as principal extended until 1975 when Superintendent Robert Blanchard reassigned him to Astor School. This decision sparked immediate protest from students and teachers who rallied against what they perceived as an attempt by district leaders to impose unwanted changes upon their collaborative institution. Frederick notes that when Richard Wheatley succeeded Gilman as principal, he encountered similar resistance to that faced by Macarre Traynham today, highlighting a recurring theme in the school’s history. Wheatley, expecting a conventional high school environment, sought meetings with teacher representatives, only to be met with a united front. “We said, ‘You meet with all of us or you don’t meet with any of us,’” Frederick recounted, emphasizing the school’s deeply ingrained culture of collective decision-making.
While acknowledging that Metropolitan Learning Center Portland may have evolved from its most radical early days, Frederick emphasizes that the spirit of student agency persisted long after Gilman’s departure. During his time teaching at MLC in the 1970s, students actively participated in creating courses, citing examples like “ethnic cooking” and “the history of Vietnam,” demonstrating the continued commitment to student-driven learning. This student-centered approach remained a defining characteristic of MLC even into the late 1980s when acclaimed author Rebecca Skloot, known for “The Immortal Life of Henrietta Lacks,” attended the school.
Skloot credits MLC’s unconventional, laissez-faire environment with fostering her intellectual curiosity and leading to her groundbreaking discovery of HeLa cells, the subject of her acclaimed book. Describing her experience on her website, Skloot recalls, “MLC didn’t give grades, students got to design courses for themselves, teachers went by their first names, we sat on the floor instead of lined up in desks, and we read books like Howard Zinn’s A People’s History of the United States instead of traditional history books.” For Skloot, Metropolitan Learning Center provided the crucial freedom to explore her interests, a freedom born from its alternative educational model.
Current Challenges and Enduring Principles
Presently, parents express concerns that Portland Public Schools administration is eroding the very autonomy that defines Metropolitan Learning Center Portland. One of the 34 complaints against Principal Traynham stemmed from her decision to exclude students from a meeting, a decision she justified as necessary to protect students from increasingly heated discussions. However, Frederick argues this action directly contradicts the school’s foundational principles. “The school was designed for parents and students to have an equal voice with the administration,” Frederick asserted. “It was not designed in the traditional hierarchical fashion.”
The ongoing tensions at Metropolitan Learning Center Portland underscore a fundamental question: how can a school with such a unique and historically unconventional approach maintain its core identity within a larger, more traditionally structured public school system? The investigation and subsequent discussions highlight the critical need for understanding and respecting the deeply rooted principles of collaboration, student agency, and open-mindedness that have defined Metropolitan Learning Center for over half a century. As MLC navigates these challenges, its enduring legacy as a pioneering alternative education model within Portland remains a vital part of the city’s educational landscape.
