2 The mission of education … includes achievement of the following by 2025: ●40% of adult...
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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
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 associates 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%) Oregons Educational Attainment Goal
Slide 3
0 300,000 600,000 900,000 1,200,000 Undergraduate Certificates
Associate DegreesBachelor'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 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
Slide 4
4 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 BlackWhiteHispanic 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.
Slide 5
Current Postsecondary Structure 5 5 Current Structure
Slide 6
6 Structure Pre-2011
Slide 7
2011-2012 Education Reform Principles 1.All students are
capable (SB 253) 2.The states 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
Slide 8
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 associates 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) 8
Slide 9
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) 9
Slide 10
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. 10
Slide 11
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) 11
Slide 12
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 states 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
Slide 13
Investing in Students and Teachers Now, and For the Future The
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, 3 rd grade reading proficiency, 9
th 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
Slide 14
14 OEIB 7-Year Focus
Slide 15
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
Slide 16
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)
16
Slide 17
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
Slide 18
18 Current Structure
Slide 19
19 Structure Under SB 270
Slide 20
20 Structure Under HB 3120
Slide 21
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 OHSUs education programs. 21
Slide 22
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
Slide 23
23 Achievement Compacts are Achievement Compacts are not Shared
goals, with shared accountability for resultsTop-down goal-setting
and accountability A roadmap to 40/40/20A comprehensive system for
rating district quality OutcomesInputs 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 doesnt Succinct: key leverage points
for reaching statewide priorities for student achievement Lengthy:
every component of a high-quality, comprehensive education
EvolvingStatic
Slide 24
24 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
Slide 25
25 Statewide Community College Achievement Compact 2012-13
Outcome Measures2011-12 Actual2012-13 Projected2013-14 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/GEDs6,089N/A Certificates/Oregon Transfer
Modules4,3512,274 Associate degrees11,1825,493 Transfers to
four-year institutions29,9039,496 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 (#) 78,005
34,628 47,179 22,279 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 schools25,2764,242 Are dual enrolled in OUS7,3942,047 Who
transfer to OUS21,9547,161 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 Actual2012-13 Projected2013-14 Target State
funds$207,943,440 Local Property tax revenue$127,051,078 Total
state and local operating funds$334,994,518
Slide 26
The Middle 40 Source: OCCURS 26
Slide 27
Reclaiming the American Dream: Community Colleges and the
Nations Future Written by the 21 st 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 27
Slide 28
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 28
Slide 29
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
29
Slide 30
Recommendations for Priority Action 2. Reinvent Institutional
Roles Refocus the community college mission & redefine roles to
meet 21 st century education and employment needs Invest in support
structures through collaboration and partnerships with
philanthropy, government and the private sector 30
Slide 31
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 31
Slide 32
Oregon Responds Oregons 17 community colleges have seen the
need for change. The reports 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. 32
Slide 33
StrategyAssessment 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 33
Slide 34
StrategyAssessment 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 Governors budget recommends increases to
the ASPIRE program Improve College Readiness 34
Slide 35
StrategyAssessment Build stackable, industry recognized
credentials Oregon is a national model in Career Pathways and Natl
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 35
Slide 36
36
Slide 37
37 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 and degrees
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
2013 Oregon Community College Student Connection and Preparation,
Progression and Completion
Slide 38
Reaching GOALS/SUCCESS and Achieving Dreams Having momentum and
making PROGRESS toward Benchmarks Goals Future Plans Having ACCESS
to Opportunities Learning Choices Student Success Defined 38
Slide 39
Department of Community Colleges and Workforce Development
Department of Community Colleges and Workforce Development For
additional information: Camille Preus Commissioner
[email protected] 503-947- 2433 255 Capitol Street NE Salem
OR 97310 503-378-8648 http://www.oregon.gov/CCWD/