This report addresses the following: (1) rates of gain, levels of academic achievement, and participation in district programs of various cultural/ethnic groups of students; (2) the ways in which the Portland (Oregon) public schools' curriculum addresses appreciation and knowledge of students' own culture and that of others; and (3) the extent to which teaching staff and district policymakers reflect the cultural diversity of the district's students. Elementary test scores of minority students are lower than those of nonminority students typically by one or more grade levels, but the differences have been diminishing. Rates of gain in minority students have been equal to or greater than that of nonminority students. To provide multicultural education, the district has done the following: (1) increased information and materials on cultural groups in subject matter areas; (2) increased inter-group affective education; (3) maintained offerings in foreign languages and history; and (4) offered English as a Second Language/bilingual programs. The district attempts an ethnic distribution of teachers corresponding to that of students, but minority teachers are underrepresented, especially at the high school level. Significant efforts are being made to correct this. The report concludes with a number of plans to improve the education of all students and commitments to learn more about the district's students. (LHW)