Upgrading teacher preparation and professional development.
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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Oregon University/School Partnerships program: NCLB authorizes the funding of
higher education partnerships in each state through Title II, Part A, Teacher
and Principal Quality Training and Recruiting Fund. The purpose of Title II,
Part A is to increase the academic achievement of all students by helping
schools and districts improve teacher and principal quality and ensure that all
teachers are highly qualified. Title II, Part A provides for K-12 teacher and
principal recruitment, induction and professional development support through
K-16 partnerships.
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Oregon's Eisenhower Higher Education Professional Development Program, Oregon
Quality Assurance in Teaching (O-QAT) program, Oregon Teachers Corps, CREADE,
and SAELP represent examples of teacher preparation programs in Oregon.
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Since 2000, teacher preparation programs have been required to align their
curriculum with the state's K-12 Content and Performance Standards. Further,
teacher candidates must meet established performance standards for certification
and teacher preparation program coursework must incorporate the knowledge and
skills required for licensure (OAR 584-017-0100).
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Oregon policy authorizes a consortium to advise institutions offering teacher
preparation programs on development, evaluation, and program improvement.
The consortium consists of equal representation of teachers appointed by
school district organizations, public school administrators, and community
representatives (ORS 332.075, OAR 584-017-0020, and OAR 584-017-0055).
Aligning high school exit and college entrance exams.
State leaders increasingly are aware of the winding, ill-marked path between high
school and postsecondary education. Several states - Illinois, New York, Oregon,
and Tennessee, for example - have taken steps to align high school exit standards
with college admissions standards. The goal is to increase the chances that high
school graduates will be well prepared for college-level work and can move smoothly
to the next level without requiring remediation.
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Oregon does not have a high school exit exam.
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Under HB 2744, the State Board of Education revised and updated Oregon's
system of standards and assessments that aligned performance at grades 3, 5,
8, and 10 benchmarks with college entry:
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CIM and CAM goals for student achievement and measures of
accountability are focused on college entry rather than on a high
school exit exam of basic competency; student participation in CIM
and CAM is not a statewide graduation requirement (although schools
can choose to make it one). Further, districts are not required to
offer CAM until 2008.
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The 10th grade benchmark was created as an early indicator in order
to give high school students time to adjust their preparation.
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State assessments at the high school level in English, math, science, and
commonly used national assessments have been aligned with proficiency
standards for entry into the Oregon University System (OUS). This alignment
is supported in policy by the Joint Boards of Education. Oregon legislation
appears to have separate provisions for standards, assessment requirements,
and the achievement of the CIM and CAM. Schools must implement statewide
assessments in math, science, and English; however, history, geography,
economics, and civics assessments are optional (HB 2744).
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When the State Board of Higher Education directed development of the
Proficiency-based Admission Standards System (PASS) in July 1993,
PASS was expected to become the primary admission policy when K-12
reform and OUS alignment made that feasible. The purpose of PASS is
to clarify and define the relationship between the standards-based
reform agenda for K-12, including CIM and CAM, and college admission.
Without such clarification, the two education systems would, over
time, tend to be organized around different measures of learning.
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The First Year Study found that students who met Oregon's standards in high
school were more likely to succeed in their first year of college than those
who did not meet standards.
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In order to ensure the rigor of the high school coursework that
Oregon students complete in the process of preparing for college,
The OUS Course Approval Process was redesigned to require high
schools to map course content to college entry standards. High
school staff can map high school course content to PASS standards
and indicate students' opportunity to meet varying levels of
proficiency.
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Oregon graduation requirements (adopted by the State Board of Education in
March 2002) require that all students have an education plan and profile that
prepares them for postsecondary opportunities in college or work
(OAR 581-022-1120 (3)(a) and (b)). Students must also build a collection of
evidence, or include evidence in existing collection(s), to demonstrate
extended application (OAR 581-022-0102), demonstrate career-related knowledge
and skills in personal management, problem solving, communication, teamwork,
employment foundations, and career development, and participate in
career-related learning experiences outlined in the education plan
(OAR 581-022-1120 (3)(e)). To earn the CAM, students must meet defined
performance levels for these requirements and meet designated academic
standards through state assessments.
Phasing out remedial education.
Given the fact that about 40% of recent high school graduates take one or more
remedial courses upon entering college, a reduction in remediation rates clearly
must be viewed as a key goal. While community colleges always may need to provide
some remedial classes, this should not be a primary focus of their instruction.
Remedial education at four-year institutions should not be offered at all.
Legislators should insist on regular reports about remediation and the actions
being taken to reduce the need over time. Clarifying expectations, rationalizing
transitions and improving teacher preparation - all central tenets of a P-16
approach - will greatly assist student preparation and success.
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Oregon does not appear to have any policies that address remedial education.
Improving college readiness and college success.
Over the course of history in the United States, education has gone from being
the exclusive preserve of a wealthy elite to becoming universally available
through grade 12. It is now moving into the next era - universal postsecondary
education. Achieving such access will require dropping the general track from
secondary schools and providing all high school students with the skills required
to succeed in college.
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Oregon GEAR UP: Beginning in 7th grade, GEAR UP students participate in
college visitations and develop individual academic/career plans that expand
their awareness of the opportunities available while monitoring progress
towards specific goals
(www.ous.edu/gearup/partners.htm
 ).
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While the goals of CIM, CAM, and PASS are to provide preparation for postsecondary education, student participation in the programs is not required. Further, CAM will not be fully implemented until 2008.
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According to Oregon's 2002-03 Report Card, 31% of high school graduates
received a CIM diploma in 2002, up from 26% in 2001. This percentage varied
extensively by race/ethnicity: 33.5% of White students earned a CIM compared
to 31.8% of Asian/Pacific Islanders, 22.7% of Native American/Alaskan Natives,
10.7% of Hispanics, and 10.9% of African Americans.
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The Oregon University System/Oregon Community College Dual-Enrollment and
Co-Admission Programs maintain formal bilateral agreements among the state's
community colleges created to ease the transition for students transferring
to an Oregon University System (OUS) campus from an Oregon community college.
Dual enrollment and co-admission programs aid student mobility and enhance
baccalaureate completion. They vary from agreement to agreement, but typically
include: (1) a single application process for admission to both institutions,
(2) availability of student advising on both campuses, (3) increased
scheduling flexibility with access to classes on both campuses, (4)
opportunity to access services and participate in college life on both
campuses, (5) an integrated system of financial aid administration, and (6)
access to library and computer resources on both campuses.
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Each of Oregon's 17 community colleges offers an AA/OT degree that meets
the general guidelines. The AS/OT-Bus degree is a newly-adopted degree (Spring
2003), and not all community colleges offer it.
Recalibrating grades 11-14.
State policymakers and educators are recognizing the need for a
different perspective on education for students late in their high
school careers. Why not provide a variety of learning options, such
as internships or apprenticeship programs or early enrollment in
college, technical training and certificate programs?
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Oregon's graduation requirements (as adopted by the State Board
of Education in March 2002 to be implemented in 2006-07) require
that all students have an education plan and profile that prepares
them for postsecondary opportunities in college or work
(OAR 581-022-1120 - 581-022-1130). Students must also build a
collection of evidence, or include evidence of existing collections,
to demonstrate extended application, demonstrate career-related
knowledge and skills, and participate in career-related learning
experiences outlined in the education plan (OAR 581-022-1120).
Local boards may set proficiency standards for graduation with
regard to the education plan, but such a standard is not a
statewide requirement.
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Workforce Development: The Governor's Workforce Initiative directs state
agencies to tie together supply and demand-side workforce services to better
meet the needs of businesses and workers. That means understanding and
connecting employer needs, gaps in skills in the market place and where the
jobs will be in the future (demand) to training and support programs that
prepare Oregonians for work (supply).
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The Secondary/Post Secondary Transitions Team provides
leadership in coordinating professional technical instruction,
academic content, and career-related learning experiences to
prepare secondary (grades 9-12) and postsecondary (community
college and higher education) students for further education
and entrance into the workforce.
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Through a partnership that includes the Oregon Department of
Education, businesses, community colleges, high schools and
educational service districts, students still in high school
are now able to earn college credits. Courses include prerequisite
math, science, writing and reading, as well as professional
technical classes. The "Tech Prep" program provides a way for diverse
employers, such as culinary arts,
to provide college credits. Currently, students at 260 public
and private high schools are getting a head start on their
careers. In 2003 alone, 13,000 high school students earned a
combined total of 100,000 college credits. In addition to early
completion of college requirements, high school students and
their families saved $4.5 million in community college tuition
costs. They also were helped with the transition from high school
to the college system.
Sharing academic performance data.
Why are students' academic performance in college not routinely shared with the
high schools that prepared them? How can high schools determine whether the
college-prep curriculum does, in fact, effectively prepare all students for
success in college? What data are available about the success or failure of
transfer students moving from community colleges to four-year institutions?
Data such as these will enable education and policy leaders to pinpoint which
students are being left behind.
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In 2003, the Oregon K-12/community college/OUS partnership designed
an integrated data transfer system and a plan for piloting the
prototype among high schools and postsecondary institutions in
2003-2004 with the goal of closing the gap between planning and
implementation in the next three years. This plan was in response
to a joint board resolution directing the Oregon Department of
Education and OUS staff to form a K-16 Technology Implementation
group charged with developing and implementing a student data
transfer mechanism and an integrated assessment system. Oregon
also developed a plan for a unique Oregon Student Record. Complete
drafts of the systems exist but the programs have not yet been
implemented.
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