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

2. Oregon’s Educational Attainment Goal 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%)

3. The Gaps - Additional Certificates and Degrees Needed by 2025 to Meet the 40-40-20 Goal 1,200,000 Additional Certificates/Degree Holders from Current Levels of Net Migration Additional Certificates/Degree Holders from Current Level of Production 25 to 50 Year Olds with Certificates/Degrees Who Will Still be in the Cohort in 2025 The Gap 45,573 900,000 222,075 The Gap 600,000 273,588 153,351 65,251 The Gap 54,844 300,000 35,970 250,040 404,536 153,230 110,620 122,466 0 Undergraduate Associate Degrees Bachelor's Degrees Certificates

4. Oregon Three-Year Graduation Rates at Two-Year Colleges(as of 2008) 31.5% National Average 28.5% 25.7% 24.9% 22.6% 28.2% 26.3% 21.5% 19.6% 15.8% Hispanic Black White Am Indian/AK Native Asian/Pac Islander Source: Lee, Edwards, Menson, Rawls, “The College Completion Agenda 2011 Progress Report”, CollegeBoard, Advocacy & Policy Center.

5. Current Structure Current Postsecondary Structure 5

6. Structure Pre-2011 6

7. 2011-2012 Education Reform Principles • All students are capable (SB 253) • The state’s P-20 system should be unified and streamlined (SB 909, 242, 552, 1581, HB 4165) • State investments should be focused on outcomes (SB 909, 242)

8. SB 253 (2011) “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%) 8

9. SB 909 (2011) 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.”

10. 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.”

11. SB 909 (2011) 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.”

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 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

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, 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.

14. OEIB 7-Year Focus

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.

16. SB 242 (2011) 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

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.”

18. Current Structure

19. Structure Under SB 270

20. Structure Under HB 3120

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 OHSU’s education programs.

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.”

23. Achievement Compacts

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

26. The Middle 40 Source: OCCURS

27. 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

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

29. Recommends 3 Priority Actions • 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

30. 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

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

32. 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.

33. Increase Credential Completion Rates

34. Improve College Readiness

35. Close the Skills Gap

37. 2013 Oregon Community College Student Connection and Preparation, Progression and Completion Connection and Preparation Progression Completion • Mandatory Testing/ • Orientation • Student Success Courses • Accelerated Learning Options • Advising/Career Planning • Financial Aid Outreach • Advising • Degree Audits • Career Pathways • Learning Communities • First Term Experience • Learning Centers • Peer Mentoring/ Tutoring • Early Warning Systems High Impact Interventions • Primary Actions: • Automatic Awarding of Degrees • Formalize a culture of completion and student success • Broader focus on civic leadership & engagement • Primary Actions: • Professional and staff development • Implement strategies for quality learning outcomes • Create streamlined certificates and • degrees • Primary Actions: • Rigorous HS Curriculum • HS College Collaboration • Redesign Developmental Education • Expand accelerated Adult Basic • Skills Critical Policy Supports • 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* • 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*; Outcome Measurement • Transferring to a Baccalaureate institution*; • Earning a LESS THAN 1 YEAR certificate*; • Earning a 1 YEAR + certificate*; • Earning an Associate degree*; Success = Employment, Certificates, Degrees, Transfer *= Indicates alignment with Achievement Compacts

38. Student Success Defined Student Success Defined Having momentum and making PROGRESS toward Benchmarks Goals Future Plans Reaching GOALS/SUCCESS and Achieving Dreams Having ACCESS to Opportunities Learning Choices

39. Department of Community Colleges and Workforce Development For additional information: Camille Preus Commissioner camille.preus@state.or.us 503-947- 2433 255 Capitol Street NE Salem OR 97310 503-378-8648 http://www.oregon.gov/CCWD/