A r c h i v e d  I n f o r m a t i o n

Oregon Goals 2000 State Plan - January 1995

Criterion II (continued)

Dropout Strategies

Oregon's dropout rate shows a downward trend since 1988-89 when a formal annual dropout count and report system was instituted. A dropout is defined by statute as a student who withdraws from school without receiving a high school diploma or alternative award. The 1994-95 count indicates that 5.6 percent of all students dropped out, compared with approximately 5.7 percent in both 1992-93 and 1993-94 and about 6.5 percent in 1991-92. Although the percentage of minority students who drop out of school is declining, minority dropout rates are still higher than the 1993-94 state average of 5.7 percent with Hispanic students leading this group at 14 percent followed by Native American students at 9.2 and African American students at 8.6.

Reasons for dropping out vary and include non-attendance, lack of motivation, lack of credits, lack of achievement and lack of a stable home situation. Students have a higher likelihood of dropping out if they are from larger high schools, are deficient in credits, are enrolled in the school district one year or less or are "no shows" from the previous term.

Oregon has adopted a number of strategies to address the needs of dropouts. The State Board of Education has adopted policies to increase high school completion rates through a comprehensive retention program. As the Oregon Department of Education identifies students who have left school and reasons for leaving, this information is reported back to local districts to devise change strategies. Through various grants, schools provide services to at-risk elementary and middle school students such as peer helper programs to encourage them to remain in school. Currently, five skill centers provide students at alternative learning sites with advanced technical training, high school completion and job training. Sixteen community colleges have alternative programs which include work related training. Teen parents who must complete their education in order to receive public assistance currently have a 90 percent retention rate. Education for delinquent youth in state training schools is improving through a new program of enhanced services in those schools and increased coordination with local school districts allowing these students to re-enter school as soon as possible after parole. The Student Retention Initiative coordinates state and federal resources, including General Fund revenues, federal drug and alcohol funds and Job Training Partnership Act funds to support local initiatives to retain students in school.

The most important intervention on behalf of dropouts promises to come from the implementation of the Oregon Educational Act for the 21st Century. School districts are accountable for their students' satisfactory performance at the high standards required for the completion of the CIM and CAM. Alternative learning environments, regional alternative learning sites and intervention strategies must be available to all students consistent with their learning styles and needs.

Oregon is within reach of the second National Goal... a high school graduation rate of 90 percent by the year 2000. The graduation rate increased from 71.7% in 1988-89 to 76.7% in 1992-93. It is interesting to note that these rates represent students earning a diploma in 4 years. Graduation rates increase markedly as individuals enter school completion programs beyond their high school years. An illustration of this may be found in the Current Population Report for 1992, published by the Census Bureau showing a diploma attainment rate nationally of approximately 86 percent in the 25-34 age group. The combination of academic and applied course work, forming the foundation of CIM and CAM programs, transforms the high school learning experience by connecting students to life outside the classroom. In future years, this meaningful connection will prove to be the most powerful strategy for reaching and exceeding the National Goal.

Dropout Strategies

Governance, Accountability and Management

School Based Decision Making

In 1987, with the passage of the School Improvement and Professional Development Act, the first in a series of school reform acts, the Oregon Legislature began the process of school based decision making by establishing site councils designed to "encourage new initiatives in school-based management and the assessment of educational progress, to provide new and expanded career opportunities for teachers and to facilitate efforts to restructure the school workplace to provide educators with greater responsibility while increasing their accountability."

In 1989, with the passage of the 21st Century Schools Program school site councils were delegated the responsibility of developing, administering, and assessing programs of school improvement that could include modification or waivers of existing statutes and rules.

Duties of School Site Committee

The Oregon Educational Act for the 21st Century maintains the intent of site based decision making, yet broadens the membership and duties to include the following:

• The development and implementation of a plan to improve the professional growth and career opportunities of a school's staff;

• The improvement of the school's instructional program; and

• The development and coordination of the implementation of the Oregon Educational Act for the 21st Century at the school site.

Membership of School Site Council

The Oregon Educational Act for the 21st Century mandates that each school establishes a building site committee composed of teachers, classified district employees, building administrators and parents of students. Members of the committee appoint parents or guardians of children attending the school and may also appoint representatives of the community at large. The number of those who may serve is not mandated; however, a majority of the committee must be active classroom teachers, and the building principal or designee shall be a member of the committee. Teachers, classified district employees, building administrators and any designated representatives of the district board who serve on a building site committee must be selected by the direct election of their peers. Each district in the state had at least one site council by September 1994. All schools must have site councils by September 1995.

Governance, Accountability and Management

Effective Benchmarks and Timelines

The Oregon Benchmarks Establish a Strategic Vision for Oregon

In 1991, the Oregon Progress Board published the Oregon Benchmarks, the work of six steering committees that established a 20 year strategic vision for Oregon. Many of those benchmarks directly involve the State Board of Education and the Department of Education. The 1991 benchmark report included 160 benchmarks and the 1993 report was expanded to 272 benchmarks based on direction from the Legislature and comments from the public. Benchmarks designated as "urgent" are intended to change as conditions change, problems are solved and new challenges emerge. Urgent benchmarks that are education related include: early childhood development, drug-free teens, educational skill levels (grades 3, 5, 8, 11), job skills preparation and current transition from secondary education including high school graduation rates and the percentage of high school students enrolled in vocational and technical education programs.

The Oregon State Assessment System Benchmarks Student Performance at Grades 3, 5, 8 and 11

The Oregon Statewide Assessment system supports school district requirements to assess student attainment of the Essential Learning Skills (ELS) and Common Curriculum Goals (CCG) as required by OAR 581-22-602 and -606; informs the public about student achievement; and provides information for policy decisions by the legislature, governor, State Board of Education and local school districts. For the 1994 Statewide Assessment, all students in benchmark grades 3, 5, 8, and 11 were assessed through criterion referenced measures in reading, math, and physical education. In addition, all students in grades 3 and 8 participated in the writing assessment. Overall, about 80-90 percent of Oregon students met or exceeded grade level expectations in reading and math.

State Plan Sets Benchmarks for the Implementation of the Plan through the Year 2010

The state plan including the Oregon Educational Act sets specific benchmarks for implementation from 1991 through 2010. An annual Report Card is required for the purpose of assessing the condition of public education and identifying significant trends. The benchmarks are goals which require annual measurement through the year 2010 of specific items which are also included in Goals 2000, Section 306, Subsections (a) through (j). These benchmarks include: the implementation of the Oregon Educational Act, progress toward the National Goals, academic achievement, school finance, staff characteristics, student demographics, talented and gifted programs, alternative learning environments, special education, compensatory education, comprehensive counseling, professional technical education, libraries and media centers, distance learning programs, school transportation and school nutrition.

The following timeline shows the full development and implementation of the Oregon Educational Act for the 21st Century. Specific benchmarks and selected Goals 2000 activities are noted, culminating with the goal, the "best educated citizens in the nation by the year 2000 and a workforce equal to any in the world by the year 2010.

Effective Benchmarks and Timelines

[The Road to High Standards: A Continuous Journey]

[Program Improvement, Accountability and Regular Review]