1. April, 19981 Education Reform in Oregon 4 CIM = Certificate of Initial Mastery 4 CAM = Certificate of Advanced Mastery 4 PREP = PRoficiencies for Entry into Programs 4 PASS = Proficiency-based Admissions Standard System CIM/CAM Established 1991, reaffirmed/adjusted 1995 PASS Established 1993.

2. April, 19982 PASS SUMARY 4 Admissions to college to be based on demonstrated proficiency in English (6) Mathematics (7) Science (4) Social Science (6) Visual and Performing Arts (5) Second Language (5) plus national standardized tests. 4 Standards of proficiency to be public, uniform, and validated.

3. April, 19983 What Data Will Be Used 4 Student projects generated in the classroom and scored by teachers using statewide “scoring guides”. [Classroom centered but more reliable.] 4 State tests being used for CIM but with different cut scores. 4 Other standardized tests, e.g., AP, IBT, Oral Proficiency Interviews.

4. April, 19984 TIMELINES CIMPASS English, Math1998-1999 2001 * + Science1999-2000 2002 + Social Sciences2000-2001 2003 + The Arts2001-2002 2004 Full Implementation2002-2003 2005 * 10 th graders next year will enter OSU in 2001 CAM schedule lags 2 years behind CIM.

5. April, 19985 4 PASS is aligned with CIM and CAM (adopted by the State Board of Education in March). 4 PASS scale: –1 and 2 “working towards proficiency –3proficient: qualified for admission –4 and 5to be determined by higher education. Possibilities include advanced placement and credit. PASS Proficiency Levels

6. April, 19986 MATH PROFICIENCY A Perform Algebraic Operations Use algebraic operations and mathematical expressions to solve equations and inequalities including, but not limited to, exponentials and logarithms.

7. April, 19987 ISSUES FOR OSU 4 Concrete Admissions Policy. (Working with Admissions & Orientation.) Q: Are our“standards” set correctly? Q: What about underprepared students? Q: Should/can we make “provisional admits” and “pre-admits”? Q: What message should we send to schools?

8. April, 19988 ISSUES FOR OSU 4 Involvement in setting standards for advanced placement. Q: Who will be involved? Does this require faculty involvement without compensation? If so, with what consequence? Q: What about other outreach possibilities?

9. April, 19989 ISSUES FOR OSU 4 Credit for prior work? Q: What are the consequences? Do we want this? (If we accept PASS proficiency then must also accept AP.) Q: Should we take a cue from SOU’s accelerated degree program? Q: Should prior credit be a possibility through precollege programs? Q: If credit is awarded, who decides?

10. April, 199810 ISSUES FOR OSU 4 Changed expectations on the part of students and changes in our own courses and programs. Q: Should we define outcomes for courses and degrees? Q: Will we have to for accreditation? Q: What about faculty development? Q: Do we re-examine assessment methodologies across the curriculum?

11. April, 199811 ISSUES FOR OSU 4 Advising and Placement Q: How do we make subject-specific determinations from general proficiency data? Q: Who, what, where for advanced placement? Q: How much data will advisors want?

12. April, 199812 edreform@orst.edu http://osu.orst.edu/admin/edreform http://pass-ous.uoregon.edu REFERENCES