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Oregon Policies and Programs Related to Postsecondary Standards


Oregon Joint Boards of Education and Higher Education have provided K-16 policy direction since 1993.

  • 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 External Link, retrieved 2004).
  • 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.
  • 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)
  • 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 External Link, retrieved 2004)
  • 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 External Link, retrieved 2004).
  • 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 PDF Document External Link, retrieved 2004).
  • 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 Word Document External Link, 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 PDF Document

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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