2 The mission of education … includes achievement of the following by 2025: ●40% of adult...

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

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

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.

Current Postsecondary Structure 5 5 Current Structure

6 Structure Pre-2011

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

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

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

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

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

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

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

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 postsecondary 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

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 OHSUs 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 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

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

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

The Middle 40 Source: OCCURS 26

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

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

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

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

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

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

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

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

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

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

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

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/

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