Workplan Documents

Oregon PK-20 Redesign Workplan (25 pages)

• Overview
• Goal 1: (14 pages) Restore the value of the high school diploma and increase high school graduation requirements
• Goal 2: (4 pages) Strengthen K-20 systems alignment and integration to facilitate smooth transitions from K-12 to postsecondary education and training
• Goal 3: (5 pages) Develop a single unified vision for education through a K-20 Budget and system performance measures
• Goal 4: (3 pages) Clearly communicate information, decisions, and actions around a shared and common vision for education in Oregon and build a strong strategic alliance of stakeholders to accommodate effective policy development
• Commonly Used Abbreviations (2 pages)

Background Research: Oregon Context

Where Have Oregon Graduates Gone? A Survey of the Oregon High School Graduating Class of 2005  (OUS, Office of Strategic Programs and Planning, 2006)
The study aims to identify the proportion of the graduating class that attended a postsecondary institution in fall 2005 or winter 2006, the type of college chosen, and the reasons for that choice. It also attempts to discern graduates’ reasons for not attending college. Included for analysis are demographic variables of gender, race or ethnicity, and home county.

THE FIRST YEAR: 10th Grade Benchmark Standards and First Year College Performance (2001-02)  (Ladder PK16)
The First Year study examines how closely Oregon students’ performance on academic standards predicts (a) success in their first year college courses and (b) continuing beyond freshman year at an Oregon public university or community college. The indicators of college success measured in the study include overall freshman year college GPA, college GPA by individual subject areas, and continuing in college beyond freshman year (referred to as “persistence” in college).

A Seamless P-16 System of Education: Best Practices and High School Reform (46 pages)  (Elise Huggins, Oregon Department of Education, 2004)
The purpose of this paper is to identify systemic policy issues, best practices for high school reform, and overall state policy directions necessary to transform high schools within a P-16 framework.

• Early Learning
• Alignment of Standards
• High School as a Key Transition
• Articulation Between Community Colleges and Universities (PDF   |  Word   |  RTF  )
• Postsecondary Access and Affordability (PDF   |  Word   |  RTF  )
• Finance (PDF   |  Word   |  RTF  )

Background Research: National Context

What is P-16 Education? 
P-16 is shorthand for a more integrated, seamless education system that reflects the central vision of a coherent, flexible continuum of public education that stretches from preschool to grade 16, culminating in a baccalaureate degree.

The Progress of P-16 Collaboration in the States (6 pages) (Carl Krueger, Education Commission of the States, April 2006)
This policy brief seeks to track the progress of P-16 collaboration in the states by focusing on states with established and successful P-16 programs, as well as states that are in the process of establishing P-16 councils.

Thinking K-16: Youth at the Crossroads - Facing High School and Beyond (24 pages)  (Kati Haycock and Sandra Huang, The Education Trust, Winter 2001)
Nearly 11 years have passed since the National Education Goals were first conceived. Where are we? Are today's students better educated when they leave high school than their predecessors back when all this got started? This publication provides an overview of available data on this question.

The Case for P-16: Designing an Integrated Learning System, Preschool Through Postsecondary Education (8 pages)   (Carl Krueger, Education Commission of the States, 2002)
This policy brief summarizes the thinking of eight national experts commissioned by the Educational Commission of the States (ECS) to explore why and how states are redesigning their education systems for the benefit of all learners.

Rigor and Relevance: A New Vision for Career and Technical Education (36 pages)  (Betsy Brand, American Youth Policy Forum, 2003)
This paper presents not only a new vision of how federal funding for Career and Technical Education (CTE) should be used, but also proposals about changing the way funding flows and who gets it.

Building Bridges Not Barriers: Public Policies that Support Seamless K-16 Education (6 pages)  (Education Commission of the States, 2000)
This policy brief from ECS describes the disconnects between K-12 and higher education and outlines policy options to support K-16 collaboration.

• Oregon Diploma