Introduction
The goal of P-16 education is to establish an integrated system of education
stretching from early childhood, or pre-kindergarten, through a four-year
college degree, or grade 16, towards improved student achievement. "Oregon
State Policies" is a compilation of Oregon education policies and statewide
programs organized under the ECS P-16 framework, which designates specific
policy goals for each level of education - early learning, K-12, and
postsecondary - and for overlapping topics. Further information about the
ECS P-16 framework can be found in the 2001 ECS publication,
What Is P-16 Education: A Primer for Legislators, A Practical
Introduction to the Concept, Language and Policy Issues of an
Integrated System of Public Education, by Gordon Van de Water and Terese Rainwater. Information sources referenced
within this brief include the Oregon Department of Education website, the
Oregon 2002-03 Report Card, the Oregon State Legislature website, the Oregon
University System website, the Standards for Success State High School
Assessment Database, and the Oregon Bridge Project website. A complete
list of references is included in the appendix.
Oregon's record of accomplishments towards a seamless education system positions the
state as a leader in P-16 education. Oregon was one of the first states to develop a
proficiency-based higher education admission system that utilizes student work samples,
to employ teacher scoring and verifying of student proficiencies, and to offer
Certificates of Mastery to students. Further, the original legislation that mandated
statewide assessments - including CIM and CAM - is over 10 years old. PASS began more
than eight years ago. As Venezia and Bueschel state in their May 2001 Oregon Bridge
Project Case Study report, the longevity of Oregon's P-16 reforms is a distinguishing
characteristic; although Oregon's reforms continue to evolve from their original
incarnations, they have to some degree been institutionalized. While Oregon's reforms
are not yet at a point at which they can be deemed a success or a failure, the state's
commitment to P-16 education and progress towards implementing P-16 policies and
reforms provide important lessons regarding broad issues such as policy alignment,
innovation, consensus building and negotiating territory issues. While work remains
to be done, much has been accomplished.
Early Learning
Policy Goals
- Expanding access
- Supporting reliable quality criteria
- Securing adequate funding
- Professionalizing teachers
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K-12 Education
Policy Goals
- Creating equitable opportunities for all students
- Providing challenging courses
- Connecting exit exams with standards
- Eliminating general track
- Supporting learner needs
- Upgrading teacher quality
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Postsecondary Education
Policy Goals
- Expanding access
- Improving student success rates
- Developing common transfer procedures
- Strengthening teacher preparation
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Early Learning Policy Goals & Oregon's Policies
Recent findings in brain research confirm the vital importance of
neurological growth in a child's early years. Early learning offerings
should take advantage of this natural growth period. The High/Scope
Perry Preschool longitudinal studies provide solid evidence of the
long-term benefits of high-quality early learning experiences,
including improved academic performance, decreased need for special
school services, higher levels of education completed, higher incomes,
greater civic involvement, and a fifty percent reduction in crime. A
system that makes learning opportunities available for all early learners
will pay dividends to both individuals and society.
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Areas of Mutual Interest - Early Learning/K-12 & Oregon's Policies
In response to brain development research and longitudinal studies that
highlight the long-term benefits of high-quality early learning experiences,
42 states have created at least partially funded public pre-kindergarten
programs. Yet most states serve only a small percentage of children who
are at risk and many support only part-day/part-year programs that do not
meet the needs of working parents.
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Areas of Mutual Interest - Early Learning/Postsecondary & Oregon's Policies
A systematic approach to in-service training, preferably one organized to
lead toward formal credentials, offers the best hope for improving the
level of preparation of preschool teachers. Postsecondary institutions -
particularly community and technical colleges - play an increasingly vital
role in providing training and education opportunities for practicing
professionals in the field of early learning. Stronger links between
early learning and postsecondary education systems will allow preschool
teachers to complete traditional pre-service programs while also climbing
a career development ladder.
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K-12 Education Policy Goals & Oregon's Policies
The goal of a P-16 system is that all learners will master challenging
material and achieve at high levels. Thus, it creates an environment
that encourages and expects success from everyone - one in which every
child can learn regardless of income, gender, race, ethnicity, geographic
location or disability. Such a system is needed to prepare learners to
function successfully and in a myriad of ways in a diverse democracy and
a global economy.
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Areas of Mutual Interest - K-12/Postsecondary & Oregon's Policies
State policy is essential to achieving system-wide change, especially in
overcoming resistance to change at the institutional level. This is
particularly crucial if states are to continue using K-12 standards as a
benchmark against which they measure the success of efforts to improve
public education, and as the linchpin of an aligned system that assures
quality teacher preparation. Such alignment requires greater cooperation
between the K-12 and postsecondary levels, and a growing number
of states are actively encouraging such partnerships.
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Postsecondary Education Policy Goals & Oregon's Policies
Beginning with the A Nation at Risk report in 1983, political, business
and education leaders have become increasingly convinced that the United
States must educate a higher proportion of its students to a higher
level of skills and knowledge. Improving college readiness and college
success are critical elements needed to reach this goal.
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Appendix
The following appendix highlights some overall impressions, recommendations and questions from the research reports that have been reviewed for this project.
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Overall P-16 Recommendations from the Research
The following appendix highlights some overall impressions,
recommendations and questions from the research reports that
have been reviewed for this project.
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Overall P-16 Policy Questions
Following are some overall issues policymakers may want to address
(many of which Oregon has already addressed) when considering a P-16
policy initiative:
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Overall P-16 Policy Indicators from the Research
The following indicators can serve as a "checklist" to assess the
state system through a P-16 framework. These indicators are compiled
from several P-16 research reports, frameworks and models.
- References
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