Quality Education Commission Presentation to the Senate Committee on Education January 17, 2005 Speaking to you today… Ken Thrasher Commission Chair

Quality Education Commission Oregon’s education goals “…the best educated citizens in the nation and the world.” “Access to a Quality Education must be provided for all of Oregon’s youth…” ORS 329.035 Quality Education Goals ORS 329.015 Academic excellence Rigorous academic standards Applied learning Lifelong academic skills Oregon has set high goals for our education system, calling for Oregonians to be the best educated citizens in the nation and the world. The Quality Education Goals in statute call for: The best educated students in America, equal to the best in the world Proficiencies in specific areas All children will meet their fullest potential High expectations for K-12 schools The commission based its work on the Quality Education goals established in statute Oregonians are receiving a payback on their investment in high standards. Our students are achieving at higher levels than in the past. But there is more to do. Many of our students are still not meeting the high standards. And a quality education is more than just achieving high test scores. Each student in our schools must have an opportunity to succeed and have access to a full educational experience.

Quality Education Commission Student Achievement Where Are We Today?

Quality Education Commission Student Achievement Where Are We Today?

Student Achievement Where Do We Need To Be? Quality Education Commission Student Achievement Where Do We Need To Be?

Student Achievement Where Do We Need To Be? Quality Education Commission Student Achievement Where Do We Need To Be?

The Challenge of the Achievement Gap Quality Education Commission The Challenge of the Achievement Gap

The Challenge of the Achievement Gap Quality Education Commission The Challenge of the Achievement Gap

The Role of the Commission Quality Education Commission The Role of the Commission Help policymakers understand the relationship between funding and student achievement Identify key policy issues related to accountability, efficiency, and adequacy Enhance our understanding of Oregon’s education system as a whole: Pre-K to 20 Estimate the funding requirements of policy proposals Help determine what it will take to meet the requirements of No Child Left Behind The QEM addresses tangible resources required in a school, such as staff and instructional materials. The recommendations are based on education research and best practices. The model also identifies other factors, which we call Quality Indicators, that contribute to student learning, such as instructional leadership and parent involvement. The model assumes that schools require both adequate resources and a high level of these quality indicators to achieve high performance levels.

The Commission’s Focus Quality Education Commission The Commission’s Focus Accountability and Governance Efficiency Adequacy

Accountability and Governance Quality Education Commission Accountability and Governance Integrate data systems for education Pre-K to 20 Develop a common Governance system using the concept of Reciprocal Accountability Develop a Personal Education Plan for each student to determine where services are required Close the achievement gap, lower the dropout rate Develop a state economic model measuring the cost of students not meeting standard over the long-term (i.e. social services, corrections, etc.)

Efficiency Quality Education Commission Consolidate ESD’s into 10 from 20 units, combine data systems into the common data system Restructure healthcare, focus on systems that engage the participant in its management Review the delivery systems around special needs and ESL students, and services that support them Review the transportation system for schools Review the number of districts (199) Improve the delivery of teacher training

Adequacy Quality Education Commission Need to fund education adequately (Pre-K to 20) Develop a clear strategy around Pre-K programs to engage 100% in quality age 3-4 programs Use research-based best practices in the classroom Support reading initiatives in grades Pre-K to 5 Measure effectiveness of small learning communities Review Middle and High school structures Support families and students with the services they need (after-school, etc.)

The Challenge of Adequate Funding Quality Education Commission The Challenge of Adequate Funding

Quality Education Commission Funding Trends

Demographic Trends Quality Education Commission Annual Percent Growth in Student Populations 1990-91 to 2002-03   Average Annual Percent Growth All Students 1.1% Special Education Students 3.0% English as a Second Language Students 15.4% Students Eligible for Free Lunch Program 5.3%

Implications of More Funding Cuts Quality Education Commission Implications of More Funding Cuts Larger class sizes Shortened school year in some districts Cuts in staff: teachers, library/media staff, counselors Cuts in extra-curricular activities and sports Reduced programs for students needing extra help Cuts in teacher professional development Substitution of educational assistants for licensed teachers All contribute to diminished student performance

Examples of How Additional Dollars Can be Effectively Spent* Quality Education Commission Examples of How Additional Dollars Can be Effectively Spent* Provide full-day Kindergarten in all elementary schools $ 93m Reduce class size to 20 for K-3 $219m Add 4 days of teacher professional development $ 52m Add staff to reduce middle and high school class sizes $231m Provide added instructional time for struggling students $142m Add ESL teachers to help close the achievement gap $ 66m Increase the number of counselors to assist students $ 47m Add staff to help teachers improve instruction $122m * Dollars are on a biennial basis

Commission Recommendations Quality Education Commission Commission Recommendations Establish a Pre-K to 20 integrated educational data system Create a Governance and Accountability Task Force to provide recommendations for an effective accountability structure Provide additional funding targeted at the elementary grades, with emphasis on early reading programs Focus on Pre-K issues to better understand resource needs Continue the expansion of high school restructuring programs Provide targeted staff development to improve the effectiveness of Oregon’s teachers

Questions and Discussion Quality Education Commission Questions and Discussion Visit our website at www.ode.state.or.us/sfda/qualityed