Quality Education Commission Presentation to the Education Subcommittee on Education Innovation January 16, 2007 Speaking to you today… Susan MasseyCommission

Quality Education CommissionQuality Education CommissionPresentation to the Education Presentation to the Education

Subcommittee on Education InnovationSubcommittee on Education InnovationJanuary 16, 2007January 16, 2007

Speaking to you today…Speaking to you today…

Susan MasseySusan Massey Commission ChairCommission ChairPat BurkPat Burk ODE Chief Policy ODE Chief Policy OfficerOfficer

Oregon’s education goalsOregon’s education goals“…“…the best educated citizens in the nation and the world.”the best educated citizens in the nation and the world.”

““Access to a Quality Education must be provided for all Access to a Quality Education must be provided for all

of Oregon’s youth…”of Oregon’s youth…” ORS 329.035 ORS 329.035

Quality Education Goals Quality Education Goals

ORS 329.015 ORS 329.015

• Academic excellenceAcademic excellence

• Rigorous academic standardsRigorous academic standards

• Applied learningApplied learning

• Lifelong academic skillsLifelong academic skills

Quality Education CommissionQuality Education Commission

What is the Quality Education Model?What is the Quality Education Model? The model was developed by the Legislative The model was developed by the Legislative

Council on the Quality Education Model in Council on the Quality Education Model in 1998-99.1998-99.

The QEM identifies 23 research-based The QEM identifies 23 research-based school characteristics that contribute to school characteristics that contribute to increasing student achievement. It targets increasing student achievement. It targets 90% student attainment.90% student attainment.

Uses statewide common definitions of these Uses statewide common definitions of these factors in district financial reporting. (Data factors in district financial reporting. (Data Base Initiative) Base Initiative)


What is the Quality Education Model?What is the Quality Education Model? Data are updated every two years by QEC.Data are updated every two years by QEC.

Calculates a per-student cost of these Calculates a per-student cost of these factors in 3 prototype school models, i.e. factors in 3 prototype school models, i.e. elementary, middle and high school.elementary, middle and high school.

Uses this information to project statewide Uses this information to project statewide costs of the model.costs of the model.

Provides analytical tool for looking at school Provides analytical tool for looking at school costs.costs.


12 Quality Indicators12 Quality Indicators SchoolsSchools

LeadershipLeadership Parental/community involvementParental/community involvement Organizational AdaptabilityOrganizational Adaptability Safe and orderly learning environmentSafe and orderly learning environment District policies to support learning.District policies to support learning.

TeachersTeachers Teacher/teaching qualityTeacher/teaching quality Professional Development ProgramProfessional Development Program Teacher efficacyTeacher efficacy


12 Quality Indicators (con’t)12 Quality Indicators (con’t)

ClassroomsClassrooms Effective instructional programs and methodsEffective instructional programs and methods School database collection and analysis to School database collection and analysis to

improve instructionimprove instruction StudentsStudents

Readiness to learnReadiness to learn Connectedness to school and engagement in Connectedness to school and engagement in

academics and extra curricular programs.academics and extra curricular programs.


Components of the ModelComponents of the Model Creates 3 prototypical school models that Creates 3 prototypical school models that

contain elements that would make it contain elements that would make it possible for 90% of students to reach state possible for 90% of students to reach state standards. Data are drawn from Oregon standards. Data are drawn from Oregon schools.schools.

Prototypes are based on assumptions about Prototypes are based on assumptions about what these schools would look like, i.e., what these schools would look like, i.e., demographics, technology, staff quality, demographics, technology, staff quality, school size, professional growth of staff.school size, professional growth of staff.


Components of the ModelComponents of the Model Each Prototype has:Each Prototype has:

Adequate StaffingAdequate Staffing Added instructional time and activities for Added instructional time and activities for

students not meeting standardstudents not meeting standard Curriculum development and technology supportCurriculum development and technology support On-site instructional improvementOn-site instructional improvement Professional development for teachers and Professional development for teachers and

administratorsadministrators Adequate classroom suppliesAdequate classroom supplies Adequate funds for building maintenanceAdequate funds for building maintenance

A per-pupil calculation is applied to A per-pupil calculation is applied to projected state enrollmentprojected state enrollment


The PrototypesThe Prototypes

Elementary—340 studentsElementary—340 students All-day KindergartenAll-day Kindergarten Class size average of 20 in primary gradesClass size average of 20 in primary grades Class size of 24 in grades 4-5Class size of 24 in grades 4-5 4.5 FTE for specialists in areas such as art, 4.5 FTE for specialists in areas such as art,

music, PE, reading, math, TAG, Library, ESL, music, PE, reading, math, TAG, Library, ESL, Child Development/CounselorChild Development/Counselor



Middle School—500 StudentsMiddle School—500 Students Class size average of 25Class size average of 25 1.5 additional teachers for math, English, science1.5 additional teachers for math, English, science Alternative programs for special needs and at-Alternative programs for special needs and at-

risk studentsrisk students Volunteer coordinator and community outreach Volunteer coordinator and community outreach

workerworker One counselor for every 250 studentsOne counselor for every 250 students Adequate campus securityAdequate campus security



High School—1,000 studentsHigh School—1,000 students Class size average of 24Class size average of 24 3.0 additional teachers for math, English, science3.0 additional teachers for math, English, science Alternative programs for special needs and at-Alternative programs for special needs and at-

risk studentsrisk students Volunteer coordinator and communtiy outreach Volunteer coordinator and communtiy outreach

workerworker One counselor for every 250 studentsOne counselor for every 250 students Adequate campus securityAdequate campus security School-to-work coordinatorSchool-to-work coordinator


The PrototypesThe Prototypes Extended day and/or yearExtended day and/or year

Specialized staff for library, PE, Music, Special Specialized staff for library, PE, Music, Special education services, English as a Second Languageeducation services, English as a Second Language

Support staff, clerical and instructional aidesSupport staff, clerical and instructional aides

Professional development for staffProfessional development for staff

Adequate computers per studentAdequate computers per student

Textbooks/suppliesTextbooks/supplies



Operations/maintenanceOperations/maintenance

TransportationTransportation

Central special education supportCentral special education support

Technology servicesTechnology services

District administrative supportDistrict administrative support


Essential Essential Budget LevelBudget Level

($ millions)($ millions)

Full Funding Full Funding of the QEMof the QEM

($ millions)($ millions)DifferenceDifference

($ millions)($ millions)

Percent Percent DifferenceDifference

2007-09 Biennium Total District Funding2007-09 Biennium Total District Funding $8,969.6$8,969.6 $10,873.7$10,873.7 $1,904.1$1,904.1 21.2%21.2%

Plus: 07-09 ESD ExpendituresPlus: 07-09 ESD Expenditures $791.4$791.4 $791.4$791.4 00 0.0%0.0%Plus: High-Cost Disabilities FundPlus: High-Cost Disabilities Fund $24.0$24.0 $80.0$80.0 $56.0$56.0 233.3%233.3%Equals: Total 07-09 Funding RequirementEquals: Total 07-09 Funding Requirement $9,784.9$9,784.9 $11,745.0$11,745.0 $1,960.1$1,960.1 20.0%20.0%

Less: Revenue not in FormulaLess: Revenue not in Formula $280.1$280.1 $280.1$280.1 00 0.0%0.0%Less: Federal Revenue to School Districts Less: Federal Revenue to School Districts and ESDsand ESDs

$901.4$901.4 $901.4$901.4 00 0.0%0.0%

Equals: Total Formula Funding RequirementEquals: Total Formula Funding Requirement $8,603.4$8,603.4 $10,563.5$10,563.5 $1,960.1$1,960.1 22.8%22.8%

Less: Property Taxes and Local ResourcesLess: Property Taxes and Local Resources $2,797.3$2,797.3 $2,797.3$2,797.3 00 0.0%0.0%Equals: 07-09 State School Fund Equals: 07-09 State School Fund RequirementRequirement

$5,806.1$5,806.1 $7,766.2$7,766.2 $1,960.1$1,960.1 33.8%33.8%


The Gap: $1.96 billionThe Gap: $1.96 billion

What is the Quality Education Commission?What is the Quality Education Commission?

The QEC was established by Executive Order EO 99-The QEC was established by Executive Order EO 99-16 on November 5, 1999, by Governor Kitzhaber and 16 on November 5, 1999, by Governor Kitzhaber and Superintendent Bunn.Superintendent Bunn.

Ballot Measure 1, approved by voters in November, Ballot Measure 1, approved by voters in November, 2000, stated that the amount of money needed to 2000, stated that the amount of money needed to meet the QEM goals be appropriated or the meet the QEM goals be appropriated or the legislature must issue a report on the reasons for legislature must issue a report on the reasons for the deficiency.the deficiency.


What is the Quality Education Commission?What is the Quality Education Commission?

The charge to the QEC was modified and placed in The charge to the QEC was modified and placed in statute by the Oregon Legislature in the 2001 statute by the Oregon Legislature in the 2001 session. (ORS 327.500 and ORS 327.506)session. (ORS 327.500 and ORS 327.506)

The Commission is comprised of 11 members The Commission is comprised of 11 members appointed by the Governor and is staffed by ODE.appointed by the Governor and is staffed by ODE.

Issues a report to the Governor and to the Issues a report to the Governor and to the Legislature every two years.Legislature every two years.


Who are the Commissioners?Who are the Commissioners? Susan MasseySusan Massey, , Chair, Chair,

Retired Member State Board of Retired Member State Board of EducationEducation

Vic BacklundVic Backlund, , Salem, Salem, Retired LegislatorRetired Legislator

Yvonne CurtisYvonne Curtis, , Eugene Eugene 4J, Director of Student 4J, Director of Student AchievementAchievement

Ed JensenEd Jensen, , Wallowa, Wallowa, Region 18 ESD Region 18 ESD SuperintendentSuperintendent

Lynn LundquistLynn Lundquist, , Prineville, President, Oregon Prineville, President, Oregon Business AssociationBusiness Association

Frank McNamaraFrank McNamara, , Portland, Willamette View, Portland, Willamette View, Inc., President/CEO (retired)Inc., President/CEO (retired)

Peggy PenlandPeggy Penland, , Medford, Medford, Oregon School Boards Oregon School Boards AssociationAssociation

Deborah PetersonDeborah Peterson, , Portland, High School Portland, High School PrincipalPrincipal

Lolenzo PoeLolenzo Poe, , Multnomah Multnomah County, Advisor to the Chair, County, Advisor to the Chair, Board of CommissionersBoard of Commissioners

Keith ThomsonKeith Thomson, , Beaverton, Vice President Beaverton, Vice President (retired), Intel, Inc.(retired), Intel, Inc.

Duncan WyseDuncan Wyse, , Portland Portland President, Oregon Business President, Oregon Business CouncilCouncil

Larry WolfLarry Wolf, , Tigard, Tigard, President, Oregon Education President, Oregon Education AssociationAssociation


Charge to the CommissionCharge to the Commission(ORS 327.506)(ORS 327.506)

Determine the amount of funding sufficient to Determine the amount of funding sufficient to ensure that the State’s system of K-12 public ensure that the State’s system of K-12 public education meets the quality goals established in education meets the quality goals established in statute. ORS 329.015 and ORS 329.025statute. ORS 329.015 and ORS 329.025

Identify best practices in education that will lead to Identify best practices in education that will lead to high student performance and the cost of high student performance and the cost of implementing those best practices in K-12 schools.implementing those best practices in K-12 schools.


Charge to the CommissionCharge to the Commission(ORS 327.506)(ORS 327.506)

Issue a report to the Governor and LegislatureIssue a report to the Governor and Legislature Current K-12 practicesCurrent K-12 practices Costs of continuing those practicesCosts of continuing those practices Expected student performanceExpected student performance Best practices for meeting the goalsBest practices for meeting the goals Costs of those practicesCosts of those practices Expected student performance using those Expected student performance using those

practicespractices Two alternatives for meeting the quality goals.Two alternatives for meeting the quality goals.


The Role of the CommissionThe Role of the Commission

• Help policymakers understand the relationship between Help policymakers understand the relationship between

funding and student achievementfunding and student achievement

• Identify key policy issues related to accountability, Identify key policy issues related to accountability,

efficiency, and adequacyefficiency, and adequacy

• Enhance our understanding of Oregon’s education Enhance our understanding of Oregon’s education

system as a whole: Pre-K to 20system as a whole: Pre-K to 20

• Estimate the funding requirements of policy proposalsEstimate the funding requirements of policy proposals

• Help determine what it will take to meet the requirements Help determine what it will take to meet the requirements

of No Child Left Behindof No Child Left Behind



The Commission’s FocusThe Commission’s Focus

Accountability and GovernanceAccountability and Governance EfficiencyEfficiency AdequacyAdequacy

Commission Goals in 2006Commission Goals in 2006

Provide timely and relevant data that is useful to the Provide timely and relevant data that is useful to the legislature and the public.legislature and the public.

Explore the relationship between funding and Explore the relationship between funding and student performance.student performance.

Provide effective, clear and helpful communication.Provide effective, clear and helpful communication.


What’s New? Enhanced AnalysisWhat’s New? Enhanced Analysis

Production Function Analysis: Does Production Function Analysis: Does level of expenditure impact student level of expenditure impact student achievement?achievement?

Detailed Analysis of Spending by Detailed Analysis of Spending by Object and Function across Object and Function across comparable states.comparable states.


Production Function AnalysisProduction Function Analysis

Increasing expenditures on instruction appears to Increasing expenditures on instruction appears to be statistically related to increasing student be statistically related to increasing student achievement while controlling for the effects of achievement while controlling for the effects of other variables, such as, limited English proficiency, other variables, such as, limited English proficiency, poverty, and special education categories.poverty, and special education categories.

Additional expenditure is not sufficient, especially in Additional expenditure is not sufficient, especially in middle and high school. Additional resources must middle and high school. Additional resources must be accompanied by effective instructional be accompanied by effective instructional strategies.strategies.


Spending AnalysisSpending Analysis Growth in per-pupil expenditures declined beginning in 2001.Growth in per-pupil expenditures declined beginning in 2001.

Oregon’s K-12 spending as a percentage of personal income Oregon’s K-12 spending as a percentage of personal income dropped below the national average beginning in 2001.dropped below the national average beginning in 2001.

Oregon’s salary per staff FTE and total compensation per staff Oregon’s salary per staff FTE and total compensation per staff FTE are ranked 18FTE are ranked 18thth and 12 and 12thth in the nation respectively. in the nation respectively.

Oregon’s per student spending is $566 below the national Oregon’s per student spending is $566 below the national average.average.

Oregon spends more than average on student transportation Oregon spends more than average on student transportation and less on non-instructional areas, such as, maintenance and and less on non-instructional areas, such as, maintenance and capital expenditures.capital expenditures.


Communication InitiativeCommunication Initiative

The Commission has provided high quality, The Commission has provided high quality, independent data and analysis related to costs and independent data and analysis related to costs and outcomes.outcomes.

The Commission needs to improve how it shares The Commission needs to improve how it shares this information and adds value to public dialog.this information and adds value to public dialog.

A new goal of the Commission is to enhance the A new goal of the Commission is to enhance the public’s understanding of the education system in public’s understanding of the education system in Oregon.Oregon.


Commission FindingsCommission Findings

Student progress in reaching the benchmark Student progress in reaching the benchmark standards has slowed in most grades.standards has slowed in most grades.

Per-student funding in Oregon has dropped below Per-student funding in Oregon has dropped below the national average.the national average.

Special student populations, particularly special Special student populations, particularly special education students and students with limited education students and students with limited English proficiency are increasing faster than the English proficiency are increasing faster than the general students population. These special general students population. These special populations require greater resources to meet the populations require greater resources to meet the state’s academic standards.state’s academic standards.


Commission FindingsCommission Findings

Class sizes continue to rise.Class sizes continue to rise.

Course offerings outside of the subject-areas Course offerings outside of the subject-areas tested on the state’s standardized tests have tested on the state’s standardized tests have diminished, resulting in a narrowing curriculum in diminished, resulting in a narrowing curriculum in many schools.many schools.

Oregon’s Pre-kindergarten, K-12 and post Oregon’s Pre-kindergarten, K-12 and post secondary sectors are not well aligned in either their secondary sectors are not well aligned in either their curricular or their resource use.curricular or their resource use.


Commission RecommendationsCommission Recommendations

Provide adequate and stable funding for Oregon’s Provide adequate and stable funding for Oregon’s schools.schools.

Continue achievement gains by targeting additional Continue achievement gains by targeting additional resources to the areas where added resources have resources to the areas where added resources have the greatest impact. the greatest impact. Early Childhood Development ProgramsEarly Childhood Development Programs Early Reading InitiativesEarly Reading Initiatives High School RestructuringHigh School Restructuring

Conduct more research into best practices and Conduct more research into best practices and effective resource utilization.effective resource utilization.


Commission RecommendationsCommission Recommendations

Continue efforts to build integrated data Continue efforts to build integrated data systems to foster alignment and coordination systems to foster alignment and coordination among all three education sectors.among all three education sectors.

Continue efforts to improve the governance and Continue efforts to improve the governance and accountability structures that promote more accountability structures that promote more effective use of resources across all three effective use of resources across all three sectors of Oregon’s educational system.sectors of Oregon’s educational system.

Develop capacity to evaluate education’s role in Develop capacity to evaluate education’s role in improving Oregon’s economy and lowering improving Oregon’s economy and lowering social service costs.social service costs.



Alternative 1:Alternative 1: Phase in the provision over a 10-year period.Phase in the provision over a 10-year period. Allow districts time to build capacityAllow districts time to build capacity Spread out additional investment over timeSpread out additional investment over time

Alternative 2:Alternative 2: Establish partial, most promising goalsEstablish partial, most promising goals Reading in the early grades and sustained into middle Reading in the early grades and sustained into middle

gradesgrades Teacher and administrator professional developmentTeacher and administrator professional development High school strategies that emphasize rigorous, High school strategies that emphasize rigorous,

personalized learning for all studentspersonalized learning for all students

ALTERNATIVE RECOMMENDATIONSALTERNATIVE RECOMMENDATIONS

Questions and DiscussionQuestions and Discussion

Visit our website at Visit our website at http://www.ode.state.or.us/search/results/?id=166http://www.ode.state.or.us/search/results/?id=166


Documents

Quality Education Commission Presentation to the Education Subcommittee on Education Innovation January 16, 2007 Speaking to you today… Susan MasseyCommission