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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Is there a universal pre-kindergarten system in the state? Are children ready to
learn when they enter K-12? Is there agreement on what school readiness looks
like? Is there adequate funding for pre-kindergarten?
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Are pre-kindergarten teachers and caregivers professionalized and given adequate
salaries?
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Does the state provide [or offer] full-day kindergarten?
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How can colleges and universities align their policies and practices with K-12
standards and assessments?
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How can the state use its K-12 assessments to determine students' readiness for
postsecondary instruction?
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Why and under what conditions should postsecondary institutions provide
remedial instruction?
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How can colleges of education be encouraged to produce teachers with the
skills needed to lead diverse classrooms?
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How can the state create a flexible, responsive system of lifelong learning?
How can it help keep learners' skills current in the warp speed of the new
economy?
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What incentives are available to hasten the change to a seamless P-16 system
of education?
Consider all current and future Oregon state policies through the P-16 vision by
asking: Will this policy
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Contribute to achieving our vision of a P-16 system?
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Improve student achievement for all learners?
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Improve access and equity in the public schools?
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Contribute to reductions in remedial education rates?
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Improve transfer and articulation policies and procedures?
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Enhance teacher quality?
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Increase alignment of curricula and assessments across levels?
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Enhance the provision of early learning for all children?
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Have a positive effect on education finance?
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Require new governance structures?
Source: Center for Community College Policy (XX) Building Bridges Not Barriers.
Boswell, Katherine. Denver, CO.
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