2

The mission of education … includes achievement of the following by 2025:

● 40% of adult Oregonians will have earned a bachelor's degree or higher (now 30%)

● 40% of adult Oregonians will have earned an associate’s degree or postsecondary credential (now 18%)

● 20% of all adult Oregonians have earned at least a high school diploma, an extended or modified diploma, or the equivalent of a diploma (now 42%)

Oregon’s Educational Attainment Goal

0

300,000

600,000

900,000

1,200,000

Undergraduate Certificates

Associate Degrees Bachelor's Degrees

The Gaps - Additional Certificates and Degrees Needed by 2025 to Meet the 40-40-20 Goal

404,536

273,588

222,075

110,620

153,230

35,970

122,466

250,040

65,251

45,573

54,844

153,351

The Gap

The Gap

The Gap

25 to 50 Year Olds with Certificates/Degrees Who Will Still be in the Cohort in 2025

Additional Certificates/Degree Holders from Current Level of Production

Additional Certificates/Degree Holders from Current Levels of Net Migration

3

4

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Chart Title

15.8%

Oregon Three-Year Graduation Rates at Two-Year Colleges

(as of 2008)

19.6% 21.5% 26.3% 28.2%

Asian/Pac Islander

Am Indian/AK Native

Black WhiteHispanic

24.9% 25.7%22.6%

28.5%31.5% National

Average

Source: Lee, Edwards, Menson, Rawls, “The College Completion Agenda 2011 Progress Report”, CollegeBoard, Advocacy & Policy Center.

Current Postsecondary Structure

55

Current Structure

6

Structure Pre-2011

2011-2012 Education Reform Principles

1. All students are capable (SB 253)

2. The state’s P-20 system should be unified and

streamlined (SB 909, 242, 552, 1581, HB 4165)

3. State investments should be focused on

outcomes (SB 909, 242)

7

“The mission of education … includes achievement of the following by 2025:”

● 40% of adult Oregonians will have earned a bachelor's degree or higher (now 30%)

● 40% of adult Oregonians will have earned an associate’s degree or postsecondary credential (now 18%)

● 20% of all adult Oregonians have earned at least a high school diploma, an extended or modified diploma, or the equivalent of a diploma (now 42%)

SB 253 (2011)

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The OEIB is created:

“for the purpose of ensuring that all public school students in this state reach the education outcomes established by the state … by overseeing a unified

public education system that begins with early childhood services and continues throughout public

education from kindergarten to post-secondary education.”

SB 909 (2011)

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SB 909 (2011)

OEIB duties include:• “Ensuring that early childhood services are streamlined and connected to

public education from kindergarten through grade 12 and that public

education from kindergarten through grade 12 is streamlined and connected

to post-secondary education.”

• “Recommending strategic investments in order to ensure that the public

education budget is integrated and is targeted to achieve the education

outcomes established for the state.”

• “Providing an integrated, statewide, student-based data system.”

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The OEIB shall: • “Appoint a Chief Education Officer who shall serve at the

pleasure of the board.”

• “Submit a report to the interim legislative committees on education on or before December 15, 2011.”

SB 909 (2011)

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SB 1581 (2012) Chief Education Officer – authority to organize, connect, and streamline the P-20 system

Provides the Chief Education Officer with “direction and control … for matters related to the design and organization of the state’s education system” over senior educational officials:

• Commissioner for the Community College System• Chancellor of OUS• Executive Director of OSAC• Early Childhood System Director• Executive Director of HECC• Deputy Superintendent of Public Instruction

12

Investing in Students and Teachers Now, and For the FutureThe Governor and Chief Education Officer recommend, as a high priority, the funding of strategic investments specifically intended to:

• Rapidly improve performance on several key measures of progress, including Kindergarten readiness, 3rd grade reading proficiency, 9th grade progress toward graduation, high school completion, and college enrollment.

• Decrease the achievement gap that exists between historically underserved populations and white Oregonians on the key measures; and

• Increase levels of educational attainment and employability for Oregonians.

13

14

OEIB 7-Year Focus

SB 552 (2011)

Establishes the Governor as Superintendent of Public Instruction; provides for the Governor to appoint, with Senate confirmation, a Deputy Superintendent of Public Instruction.

15

Establishes OUS as a public university system

Establishes the Higher Education Coordinating Commission to:

• Develop state goals and accountability measures for the state post-secondary system, including community colleges and public universities, and for the Oregon Student Access Commission.

• Develop a strategic plan for achieving higher education goals• Evaluate and recommend changes to statutory goals and missions for community

colleges and public universities• Develop a finance model for higher education aligned with the goals in the system

strategic plan• Recommend to the Governor and the Legislative Assembly a consolidated higher

education budget request consistent with the finance model• Coordinate with OSAC to maximize the effectiveness of student financial assistance

programs, including the Oregon Opportunity Grant• Authorize degrees to be offered in this state

SB 242 (2011)

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Oregon Learns: Report to the Legislature from the OEIB (15 December 2011)“Defined outcomes should drive our

investment strategies. In turn, we must provide educators with the flexibility, support, and encouragement they need to deliver results. That partnership – tight on expected outcomes at the state level, loose on how educators get there – will be codified in annual achievement compacts between the state and its educational entities.”

Recommendations for:• Early learning streamlining• Achievement compacts• Authority for Chief Education Officer• A 2013-15 budgeting model that

provides sustainable baselines, plus investment models “that encourage innovation and reward success.” 17

18

Current Structure

19

Structure Under SB 270

20

Structure Under HB 3120

SB 1581 (2012) Achievement compacts – align the state around a common set of metrics, and create intentionality in local budgeting

• Requires annual achievement compacts between the OEIB and the governing bodies of each school district, ESD, community college, OUS, public universities, and OHSU’s education programs.

21

Achievement Compacts

SB 1581 required OEIB to enter into contracts with:• 197 school districts• 19 Education Service Districts• 17 Community Colleges• OUS, the 7 public universities, and OHSU By which goals are set for key students outcomes to demonstrate “progress toward the 40-40-20 Goals.”

22

23

Achievement CompactsAchievement Compacts

are…Achievement Compacts

are not…

Shared goals, with shared accountability for results Top-down goal-setting and accountability

A roadmap to 40/40/20 A comprehensive system for rating district quality

Outcomes Inputs

A tool to guide budget and policy-setting at the state and local level A formulaic system of rewards and consequences

A tool for focusing attention on districts that appear to be higher or lower-performing A deeper diagnosis that reveals what works and doesn’t

Succinct: key leverage points for reaching statewide priorities for student achievement

Lengthy: every component of a high-quality, comprehensive education

Evolving Static

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Achievement Compact Implementation to Date

Successes• Institutions across the state

are focused on same key indicators

• “Budgeting a plan” rather than “planning a budget”

• In community colleges, committees engaged in rich conversations about student success

Challenges• Implementation resulted in

complex document• Institutions continue to work

in silos

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Statewide Community College Achievement Compact 2012-13

Outcome Measures 2011-12 Actual 2012-13 Projected 2013-14 Target

Are students completing their courses of study and earning certificates and degrees?Number of students completing: All Underrepresented All Underrepresented All Underrepresented

Adult HS diplomas/GEDs 6,089 N/A

Certificates/Oregon Transfer Modules 4,351 2,274

Associate degrees 11,182 5,493

Transfers to four-year institutions 29,903 9,496

Programs of study (under development)

Are students making progress at the college?Number ( &/or % where indicated) of students: All Underrepresented All Underrepresented All Underrepresented

Enrolled Dev. Ed. Writing who complete (%) 68.4% 68.0%

Enrolled in Dev. Ed. Math who complete (%) 62.6% 61.2%

Who earn 15/30 college credits in the year (#) 78,00534,628

47,17922,279

Who pass a national licensure exam (#/%) 2409(93.4%)

N/A

Are students making connections to and from the college?Number of students who: All Underrepresented All Underrepresented All Underrepresented

Are dual enrolled in Oregon high schools 25,276 4,242

Are dual enrolled in OUS 7,394 2,047

Who transfer to OUS 21,954 7,161

Employment (under development)

Local Priorities (Optional for each district)Number and/or percentage of students who: All Underrepresented All Underrepresented All Underrepresented

What is the level of public investment in the district?

2011-12 Actual 2012-13 Projected 2013-14 Target

State funds $207,943,440

Local Property tax revenue $127,051,078

Total state and local operating funds $334,994,518

The Middle 40

06-07 07-08 08-09 09-10 10-11 14-15 19-20 24-250

5,000

10,000

15,000

20,000

25,000

30,000

Total Certificates Trendline Total Associate Degrees

2025

Source: OCCURS

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Reclaiming the American Dream: Community Colleges and the Nation’s Future

• Written by the 21st Century Commission on the Future of Community Colleges– 34 member panel of community college leaders– Commissioned by the American Association of

Community Colleges• Focal point of a 2011 listening tour across the

nation engaging over 1,300 stakeholders

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What does this mean for Community Colleges?

• Reexamine the role, scope and mission of the community college

• Reimagine how we serve our students• Restructure our colleges’ systems

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Recommends 3 Priority Actions

1. Redesign Students’ Educational Experiences

Increase student completion Improve college readiness Close the American skills gap by focusing career

and technical education on preparing students for existing and future jobs

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Recommendations for Priority Action

2. Reinvent Institutional Roles Refocus the community college mission & redefine

roles to meet 21st century education and employment needs

Invest in support structures through collaboration and partnerships with philanthropy, government and the private sector

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Recommendations for Priority Action

3. Reset the System Target investments strategically to create new

incentives for institutions Implement policies and practices that promote

rigor, transparency, and accountability

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Oregon Responds

Oregon’s 17 community colleges have seen the need for change. The report’s recommendations highlight actions that Oregon has been engaged in for 5 years. Our activities encompass a broad array of student and institutional success strategies that are based on national evidence-based practice.

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Strategy Assessment

Coherent, structured pathways to certificate and degree completion

Oregon is a national leader in Career Pathways with over 5000 awarded

Promote transfer from community colleges to universities

Much work has been completed with next steps to the completion of a

Transfer Student Bill of Rights

Identify students with 30 credits and no credential or degree and assist them in

earning credential

Oregon is engaged in a collaboration with OUS on projects grant funded

projects WIN-WIN and Reverse Transfer

Increase Credential Completion Rates

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Strategy Assessment

Fundamentally redesign developmental education

Oregon is actively working to redesign developmental delivery

Define readiness for college by connecting to Common Core State

Standards

Oregon has a grant to define “college ready” to align high school graduation exit with college entrance standards

Bring K-12 collaborations to scale and build a college-going culture

Oregon had 25,000 dual credit high school students earning college credit last year and the Governor’s budget

recommends increases to the ASPIRE program

Improve College Readiness

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Strategy Assessment

Build stackable, industry recognized credentials

Oregon is a national model in Career Pathways and Nat’l Assoc. of

Manufacturers

Accurately identify unfilled labor market needs and ensure training programs are

responsive and streamlined

Oregon uses most current available data to develop or revise Career & Technical

Programs to remain in sync with business and industry

Mobilize partnerships to ensure programs target skill gaps and use

alternate models for skill credentialing

Oregon is building Sector Strategies responses to skill gaps and is piloting Credit for Prior Learning to give credit

when it is earned

Close the Skills Gap

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36

37

Success = Employment, Certificates, Degrees, Transfer

Passing a remedial Math or English course with a C grade or better*

Passing a college-level course in a subject area where remediation was needed (with a C or better)

9 college credits while in High School*

High Impact Interventions

Critical Policy Supports

Outcome Measurement

  Advising Degree Audits Career Pathways 

  Learning Communities First Term Experience Learning Centers Peer Mentoring/ Tutoring Early Warning Systems   

  Mandatory Testing/ Orientation

Student Success Courses

Accelerated Learning Options

Advising/Career Planning

Financial Aid Outreach

Completing the first 3 college-level Math credits OR completing Gatekeeper Math course (CTE Certificate students);

Earning first 15 college-level credits in one year*;

Earning the first 30 college-level credits in one year*;

  

Transferring to a Baccalaureate institution*; Earning a LESS THAN 1 YEAR certificate*; Earning a 1 YEAR + certificate*; Earning an Associate degree*; 

Primary Actions: Rigorous HS Curriculum HS College Collaboration Redesign Developmental

Education Expand accelerated Adult Basic

Skills 

Primary Actions: Professional and staff

development Implement strategies for

quality learning outcomes Create streamlined

certificates anddegrees

Primary Actions: Automatic Awarding of

Degrees Formalize a culture of

completion and student success

Broader focus on civic leadership & engagement

 

*= Indicates alignment with Achievement Compacts

 

Connection and Preparation

 

 

 Progression

 

 

 Completion

 

2013 Oregon Community College Student Connection and Preparation, Progression and Completion

ReachingGOALS/SUCCESS

andAchieving Dreams

Having momentumand making

PROGRESStoward

BenchmarksGoals

Future Plans

HavingACCESS

toOpportunities

LearningChoices

Student Success DefinedStudent Success Defined

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Department of Community Colleges and Workforce Development

For additional information:

Camille Preus

Commissioner

camille.preus@state.or.us

503-947- 2433

255 Capitol Street NESalem OR 97310

503-378-8648

http://www.oregon.gov/CCWD/