Oregon Department of Education

State Board Philosophy and Goals

Every Oregonian has inalienable rights and responsibilities for intellectual, political, religious and economic freedom which everyone should learn to appreciate and protect.

The challenges now facing public education are fundamentally different from the past. Not only has our country left its agrarian past and experienced changes in its industrial organization, but the structure of families and the demographics of the United States' population have changed dramatically as well. These changes in the country's basic economic and family unit structures are generating significant consequences for the process of public education in this state and across the nation. If we are to revitalize the institution of public education to meet the challenges of the 21st Century resulting in lifelong learning, the following beliefs should guide our goals and actions.

We believe:
  • Oregonians should have the opportunity to develop their unique abilities;
  • An excellent, multicultural, nationally, internationally competitive, equitable education for every Oregonian is critical;
  • Oregonians must be competitive and productive citizens;
  • Oregonians must be able to read, write, communicate and make critical judgments;
  • Oregonians must possess math, science, creative and problem-solving skills;
  • Oregonians must be stimulated to consider research-proven reforms and methodologies for the improvement of skills and knowledge of all students;
  • Oregonians should continue to evaluate successful programs and foster their replication;
  • Schools must collaborate with other government, private and social service agencies to meet the needs of our diverse student population and their families.

State Board Goals

Each student demonstrates the knowledge and skills necessary to transition successfully to his or her next steps: advanced learning, work, and citizenship.
A common core of rigorous standards for all:

Set rigorous standards so that all students are challenged and acquire the knowledge and skills to be successful in their next steps.
An aligned P-20 system:

Implement a continuum of learning by creating fluid transitions at every point through the education system so that all students have access to high quality life-long learning.
A personalized learning experience for each student:

Create schools that are safe, culturally competent and engaging learning environments so that the individual needs of all students are met.
A connected educational community:

Strengthen relationships between schools, and local communities so that all students enter school / colleges ready to learn and have access to relevant life-long learning experiences.
A corps of quality educators prepared and ready to take on new challenges:

Train and support educators and organizing schools to support excellent teaching for each student.
A system to provide adequate & appropriately allocated resources:

Effective and efficient resource allocation, infrastructure and governance to improve student achievement.

Oregon State Board of Education Goals:
1. Clarify and enhance learning standards for teenage years to guide middle and high school improvement.
• Clarify the standards required for a high school diploma.
• Align high school exit proficiencies to articulate with post secondary entrance requirements (what students should know and be able to do).
• Expand multiple non-traditional credit options for high school students as part of transfer credit system to post secondary education.
• Expand high school; college and work ready options such as 2+2, dual credit, Advanced Placement.
• Modify P-16 policies to ensure student transition from secondary to and among postsecondary education. *
• Align cross-sector policies of the SBE and SBHE by the intentional use of Joint Boards to address cross sector alignment, movement and success for students. *

2. Align proficiencies and degrees between secondary and post secondary education.
• Align high school exit proficiency levels with postsecondary entrance and placement requirements (System alignment).
• Create integrated data systems that supports performance management from Pre-K – OUS.
• Boards develop a policy requiring cross-sector alignment of placement/entrance/assessment instruments with exit assessment strategies.
• Align college and university teacher preparation programs with Oregon standards, proficiencies and degrees.

3. Adopt and implement strategic leadership and communication plan with stakeholders.
• Building strong, strategic alliance of stakeholders to accommodate effective policy development.
• Clearly identify communications network for information, decision and action.
• Develop board plan for legislative advocacy.

4. Define and implement a performance and accountability system for Oregon K-12 education.
• Review and revise standards (Division 22) for Oregon’s K-12 system.
• Review and recommend revised mandates for Oregon School Report Card.

* Joint Boards Working Group