Oregon Joint Boards of Education and Higher Education have provided K-16 policy
direction since 1993.
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Senate Bill 919, adopted in the 1997 legislative session, calls for continued
experimentation with, implementation of, and costing out of the various
accelerated baccalaureate degree models at state institutions of higher
education in applicable programs, including early-entry and postsecondary
options/models that are jointly developed with the State Board of Education
(www.ous.edu/aca/earlyoptions.htm
 ,
retrieved 2004).
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Oregon Revised Statutes (ORS) ยง 329.885 establishes Oregon's school-to-work
framework. It is the policy of the State of Oregon to encourage educational
institutions and businesses to develop, in partnership, models for programs
related to school-to-work transitions and work experience internships directed
by the Oregon Educational Act for the 21st Century. From funds available,
the Department of Education may allocate to any education service district,
school district, individual secondary school or community college grants to
develop such programs.
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Oregon's Workforce Investment Act Youth Opportunity System focuses on
addressing the educational and employment needs of youth ages 16 to 18 and
ages 19 to 21. Performance measures for younger youth include skill attainment
rate, diploma or equivalent attainment, and retention rate. Performance
measures for older youth include entered employment rate, employment
retention rate at six months, average earnings change in six months, and
credential rate. (www.odccwd.state.or.us, retrieved 2004)
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Oregon's community college Proficiencies for Entry into Programs (PREP) is a
set of proficiency statements that were developed to help colleges inform
students of the knowledge and skills they are expected to have upon entry
into individual college programs if they are to complete the program within
its stipulated length. They were developed with the belief that knowledge of
these expectations will increase a student's chance of success in their
college program.
(www.odccwd.state.or.us/prep/default.htm
,
retrieved 2004)
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Under AA/OT Guidelines, any student who holds an Oregon community college
AA/OT degree that conforms to the community college transfer policy
guidelines and who transfers to any institution in the Oregon University
System will have met the lower division general education requirements of
that institution's baccalaureate degree programs. The AA/OT degree requires a
minimum of 90 credits, of which at least 58 must conform to the general
education and distribution requirements listed below. All credit references
are based on quarter credits. Completion of a transfer degree guarantees that
the student has met, in full, all the lower-division general education
requirements at the receiving OUS campus and has junior status for
registration purposes. (Class standing and fulfillment of upper-division
graduation requirements, or GPA requirements for specific majors, departments,
or schools are not necessarily satisfied. Receipt of the AS/OT-Bus does not
guarantee admission into the OUS business school/ programs of choice)
(www.ous.edu/aca/transferdeg.html
,
retrieved 2004).
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The OUS system admission requirements include (at a minimum): high school
graduation or the equivalent; subject-area requirements in English, math,
science, social studies and second language; a minimum GPA of 2.75-3.0; and
either the SAT I or ACT
(www.ous.edu/pass/documents/current/OUS2005-06policy.pdf
,
retrieved 2004).
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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. OUS requires every Oregon high school to list the
courses in all six content areas in which students have full or partial
opportunity to demonstrate proficiency in each standard. High school
administrators are encouraged (but not required) to use this process as an
opportunity to align curriculum within departments and across content areas
(www.ous.edu/enroll/CAPforms.doc
,
retrieved, 2004).
OREGON DATA
Most Oregon school districts are currently using a computerized system to
track student progress toward earning a Certificate of Initial Mastery
(CIM) and the high school diploma. At least one district has piloted a
system to document student progress toward meeting the Oregon University
System Proficiency-based Admission Standards (PASS).
Oregon Integrated Data System: Pilot and Prototype for an Electronic K-16 Integrated Data-Transfer System.
Under legislative mandate, the Oregon Department of Education has
developed a conceptual design for a K-16 record-keeping system and has
contracted and developed the technical design specifications for the
education plan/profile for K-12 students. The K-16 system would connect
K-12, OUS and community college data systems, including the College
Admission Profile, the Student Information System (SIS) and the Oregon
Student Record. Staff from the Department of Community Colleges and
Workforce Development and the OUS Chancellor's Office collaborated on the
conceptual design.
www.ode.state.or.us/teachlearn/certificates/cam/pdfs/ccpdedplanprofile_sec1.pdf
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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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