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Oregon K12/Postsecondary Data and Performance Related to Integrated P-16 Standards


  • As of June 2003, Oregon's Integrated P-16 Data System had not been implemented statewide. The system does not appear to include Oregon's pre-kindergarten programs. (www.ode.state.or.us/teachlearn/certificates/cam/pdfs/ccpdedplanprofile_sec1.pdf PDF Document, retrieved 2004)
  • Oregon statute limits the development of standards and assessments to grade 3 through grade 10. In order to complete the state's LADDER program, the development and implementation of standards and assessments through grade 12 are necessary. (Comment from Oregon stakeholder and www.ous.edu/pass/pk16/ladder/description.html External Link, retrieved 2004)
  • Oregon revises its content standards every seven years. English proficiency standards for English were revised in 2003 during the content standards revision process: revisions for Math proficiency standards are in process. While the English proficiency standards reflect increasing expectations over time, the mathematics proficiency standards are identical from grade 3 to grade 10 (CIM). Further, school level implementation of proficiency standards at the classroom level varies from district to district (www.ode.state.or.us/search/results/?id=223, retrieved 2004).
  • Oregon does not have a 12th grade benchmark or a high school exit exam. Performance on state assessments is not linked to high school graduation (www.ode.state.or.us/teachlearn/certificates/cam/pdfs/SectionIIPhase1Jan28.pdf PDF Document, retrieved 2004).
  • Oregon does not appear to have high school course standards (Oregon stakeholder comment).
  • Oregon's 10th grade benchmarks (CIM, CAM, and PASS) are not statewide high school graduation requirements (although schools can choose to make them one) nor is PASS required for admission to the OUS system. According to the First Year Study, students and some teachers consider them low-stakes (www.ous.edu/aca/1stYrExecSum.pdf PDF Document External Link, retrieved 2004).
  • The Certificate of Initial Mastery (CIM) is the responsibility of the Curriculum, Instruction and Field Services Division. The Certificate of Advanced Mastery (CAM) falls within the purview of the Professional Technical Education Division. (According to the Oregon Bridge Project, this administrative separation has caused fragmentation that has affected the implementation of the reforms dramatically, especially since the assessment division is separate from the divisions overseeing the CIM and CAM) (www.stanford.edu/group/bridgeproject/oregonI.pdf PDF Document External Link, retrieved 2004).
  • While PASS is a planned postsecondary transition program, some say that few teachers are involved in the program at the school and state level. Most high school students do not attend classes in which they can earn PASS credit. Further, the process of gathering, reviewing, and issuing PASS credits is thorough and rigorous and requires a great deal of time for teachers. There appears to be little local incentive for teachers to participate; as a result, they do so on a volunteer basis. As a result of the lack of incentive to participate, higher education faculty rarely participate in the review of student work with the PASS Moderation panel of teachers. There are no mechanisms in place to ensure that the composition of the PASS Moderation panel includes all stakeholders. Finally, the number and composition of teachers and students that engage in and/or benefit from the PASS process is unclear relative to the total number of teachers and students (comments from Oregon stakeholders and www.stanford.edu/group/bridgeproject/oregonI.pdf PDF Document External Link, retrieved 2004).
  • The 1995 amendment to the original 1991 Education Act modified the CIM and CAM's implementation schedule and reduced the number of work samples. It has been challenging for schools to adopt and implement the new standards and assessments, especially given the many changes and modifications to the system. Nevertheless, the reforms have persisted and to some degree have become institutionalized. The original legislation that mandated CIM, CAM, and PASS is now over ten years old.
    • 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 (www.ode.state.or.us/data/annreportcard/rptcard2003.pdf PDF Document, retrieved 2004).
    • According to the First Year Study, students who "meet" or "exceed" the 10th grade benchmark are more likely to earn a higher college freshman GPA in related courses (www.ous.edu/aca/1stYrExecSum.pdf PDF Document External Link, retrieved 2004).
    • Performance on the 10th grade benchmark assessments and SAT I were comparably correlated with first-year college GPA. With a freshman year GPA of 2.5 in OUS, a student has a 40% probability of earning a degree in six years. Eighty-two percent of students who "met" or "exceeded" the 10th grade benchmark assessment returned for the second year of college. (www.ous.edu/aca/1stYrExecSum.pdf PDF Document External Link, retrieved 2004)
    • Evidence of OUS applicants' proficiency will be required in fall 2006 to complement rather than replace current undergraduate admission requirements www.ous.edu/news/FullReport.pdf PDF Document External Link, retrieved 2004).
    • According to Oregon's 2002-03 Report Card, only 12.3% of Oregon's graduating seniors took the ACT. Nationally, 40% of students were tested. 57% of Oregon's graduating seniors took the SAT in 2002-03. The average score for Oregon students who took the ACT was the highest in the nation - 22.6 compared to a national average of 20.8; Oregon's average score increased one-tenth of a point from 2002. Oregon's average scores on the SAT in 2002-03 were a 526 in Verbal and a 527 in Math compared to a national average of 507 in Verbal and a 519 in Math. Oregon's average math score decreased by 1 point for Math and increased by 2 points for Verbal as compared to the previous year ( www.ode.state.or.us/data/annreportcard/rptcard2003.pdf PDF Document, retrieved 2004).
  • While Oregon high schools have a number of acceleration mechanisms in place to assist motivated high school students to move into college-level programs, school participation is voluntary; there is no statewide requirement that high schools provide such programs (comment from Oregon stakeholder).
  • AP courses are offered within high schools with the option that students may take AP examinations offered by the College Board; if students pass at a score of 3 or better, they typically will be awarded college credit once they matriculate to college. About 143 high schools in Oregon have AP test takers (out of 340 high schools in the state). The cost to the student for each AP examination is $74. Although the number of seniors in Oregon high schools taking AP exams make up only about 6% of the year's graduating class, they do make up 17% of those enrolling in a four-year college the fall following graduation ( www.ode.state.or.us/search/results/?id=118, retrieved 2004).
  • In 2003, OUS and ODE partnered in a grant designed to increase the number of IB and AP programs in schools by providing fee-waivers, teacher professional development and online courses for students. To access grant money supporting adoption of programs, eligible schools must have 40% or more of their students on the free/reduced-cost lunch program (OUS, August 2003); (www.ode.state.or.us/search/results/?id=118, retrieved 2004).
    • From 2002 to 2003, Oregon experienced a 10% increase in the number of students participating in AP classes. From 1998-2002, participation among under-represented minority students increased 77% and participation by low-income students increased 101% (OUS, August, 2003).
    • Half of Oregon's schools participated in the Advanced Placement program in 2001, compared to 45% regionally and 57% nationally.
    • In 2001, more AP exams were taken in Oregon, however, the proportion of exams receiving a passing score of 3, 4, or 5 declined from previous years.
    • In 2001, only 3% of AP tests taken in Oregon were taken by low-income students; this is below the regional average of 15%.
    • In 2001, nearly 82% of the AP exam takers in Oregon were White Non-Hispanic and 8% were Asian/Pacific Islanders.
    • In 2001, Asian/Pacific Islanders on average took more exams than other racial/ethnic groups.
    • White Non-Hispanic students were more likely to get a passing grade of 3, 4, or 5 than all other racial/ethnic groups (www.wiche.edu/Policy/WCALO/indicators/state.asp?id=11 External Link, retrieved 2004).
    • Only six high schools in Oregon offer IB programs. Students who take the full range of IB examinations pay about $600 (www.ous.edu/aca/earlyoptions.htm External Link, retrieved 2004).
  • College High School programs are voluntary cooperative educational program agreements between high schools and colleges to offer college-level courses for credit in the high school. CH programs were first developed in Oregon in the 1970s. Courses are taught by high school teachers and result in students earning dual credit, i.e., high school credit/college credit. The colleges are responsible for the curricular content and standards, administrative support, and program monitoring (www.ous.edu/aca/earlyoptions.htm External Link, retrieved 2004).
    • 14 community colleges and 3 OUS institutions participate in CH around the state, working with about 175 high schools. Some 6,368 students participate annually in CH programs (an increase of 87% in student enrollments since 1993).
  • According to the May 2001 "Oregon Case Study Phase I: Technical Report" from the Stanford Bridge Project, there is little uniformity among Oregon's public university placement testing process and among Oregon community colleges' standards. As a result, remediation, transfer, and completion continue to be issues (www.stanford.edu/group/bridgeproject/oregonI.pdf PDF Document External Link and www.stanford.edu/group/bridgeproject/community_college_rept_for_web.pdf PDF Document External Link, retrieved 2004).

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