-
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
 ,
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
 ,
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
,
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
,
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
,
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
,
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
,
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
,
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
,
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
,
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
,
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
,
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
,
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
,
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
and
www.stanford.edu/group/bridgeproject/community_college_rept_for_web.pdf
,
retrieved 2004).
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