Oregon confirms decision to eliminate essential skills requirements for high school graduates.
In a unanimous vote, the Oregon Board of Education has decided to exempt high school students from demonstrating proficiency in reading, writing, and math until 2029. This move, as reported by Oregon Live, aims to support marginalized communities and students with a history of academic struggles.
The vote, which was initially scheduled for September, faced opposition from members of the Oregon community who were concerned about lowered learning and graduation standards.
In 2021, Governor Kate Brown quietly signed Senate Bill 744 into law, eliminating the requirement for students to prove their mastery in essential skills for graduation. This bill extended the suspension of fundamental education requirements that were implemented during the pandemic.
The decision to extend the suspension of graduation requirements has sparked mixed responses in the Democratic-leaning state.
Backlash from Republicans
Critics, mostly Republicans, argue that lowering education standards diminishes the value of an Oregon diploma and call for the reinstatement of the benchmark.
In a statement sent in September, Republican Representative Tracy Cramer criticized Governor Brown’s suspension of graduation standards, stating that it ”demeans Oregon students” and undermines trust in the education system.
“If the current standards are not effective, let’s replace them. Having no standards turns our diplomas into participation trophies,” Ms. Cramer wrote. “As graduation rates have increased, achievement has declined.”
Speaking to Fox News, Oregon House Minority Leader Christine Drazan condemned Governor Brown’s decision, calling it a “bad decision” and accusing Democrats of neglecting the needs of students.
“We have Democrat leadership in our state that has taken our state in the wrong direction. Now they are adding our kids to that. They’re not holding them to the standards and providing them certainty that they can read, write, and do math by the time they graduate high school,” Ms. Drazan said.
Proponents Justify The Bill
Supporters of Senate Bill 744 argue that the state’s proficiency requirements create unnecessary obstacles for non-native English speakers and students with disabilities, limiting their elective choices. They also argue that there is no evidence that additional academic requirements would benefit them in their future endeavors.
Furthermore, a 2021 analysis conducted by Oregon’s Higher Education Coordinating Commission highlights that these essential skills do not necessarily lead to significant improvements in post-secondary education.
“In short, the required demonstration of essential skills in high school does not appear to be associated with better outcomes in college and university,” the study concludes.
The Oregon Education Association also supports the bill, citing the negative impact of the Essential Skills test on students’ ability to graduate.
“Senate Bill 744 provided the Oregon Department of Education with an opportunity to engage with community and education partners who were previously excluded from policy development discussions regarding graduation requirements,” the association said in a statement.
Increased, Oregon has not seen a corresponding increase in student outcomes or college readiness.”
What factors could potentially explain the lack of improved student outcomes and college readiness despite an increase in PAA in Oregon?
There could be several factors that potentially explain the lack of improved student outcomes and college readiness despite an increase in PAA (Postsecondary Achievement and Attainment) in Oregon. Some possible explanations include:
1. Inadequate implementation: The increase in PAA may not have been accompanied by effective implementation strategies. If the policies and programs associated with PAA are not properly executed, they might not have the desired impact on student outcomes and college readiness.
2. Insufficient funding: Even with an increase in PAA, if the funding allocated to education and student support services remains inadequate, it may hamper efforts to improve outcomes and readiness. Insufficient resources can limit the availability of necessary tools, programs, and support systems.
3. Limited access to quality education: While PAA may aim to improve outcomes and readiness, if it does not address issues related to equitable access to quality education, certain groups of students may continue to face barriers that prevent them from fully benefiting from these initiatives.
4. Lack of alignment with student needs: PAA initiatives might not adequately target the specific needs of students in Oregon. If the strategies and interventions implemented do not align with the challenges faced by students, the desired improvements may not materialize.
5. Lag time for results: Sometimes, it takes time to witness the effects of policy changes and initiatives on student outcomes. If the increase in PAA is recent, it is possible that it will take some time before improvements in student outcomes and college readiness become apparent.
6. Socio-economic factors: Factors beyond the control of PAA, such as economic conditions, poverty rates, and social disparities, can significantly influence student outcomes and college readiness. If these socio-economic factors are not effectively addressed, they may hinder the impact of increased PAA efforts.
7. Institutional barriers: Certain institutional barriers within the education system, such as outdated curriculum, insufficient teacher training, or low expectations for students, can impede progress in student outcomes and college readiness, even in the presence of increased PAA.
It is essential to conduct thorough research and analysis to ascertain the influence of these factors and identify additional barriers specific to Oregon’s context in order to develop targeted strategies for improving student outcomes and college readiness.
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