By Chelsea Clinton and Brian Reeder, 2017
Abstract: Oregon’s on-time graduation rate reached 75% in 2015-16, an increase of about 1 percent from the previous school year. The increase equates to more than 1,300 additional students earning their diploma compared to last year.
By Kelly Lovett, 2016
Abstract: For the last several years, major news outlets both nationally and within Oregon have reported on the extreme shortage of teachers to staff primary and secondary schools. These reports typically don’t consider dimensions such as subject area, grade level, or geographic regions. As a result, recent reporting has failed to pre-sent a complete picture of teacher supply and demand in Oregon. This report provides a more detailed analysis of local teacher shortages.
By Chelsea Clinton and Brian Reeder, 2016
Abstract: Oregon’s On-Time High School Graduation Rate Shows Strong Growth in 2014-15 This brief analyzes the change in trends in graduation rates from 2008-09 to the 2014-15 school year. The overall trend shows strong growth, with the graduation rate rising to about 74% in 2014-15. It also highlights gaps among student groups including males and females, racial and ethnic groups, economically disadvantaged students, and students with disabilities. The brief also highlights seven high schools and one district that have significantly improved their graduation rates or reduced the graduation gap between student groups.
By Chelsea Clinton and Brian Reeder, 2015
Abstract: This brief highlights the high correlation between attendance, absenteeism, and student outcomes. We focus on students whose attendance rates are below 90 percent--students who are sometimes referred to as "chronically absent". We first examine how chronic absenteeism and student characteristics are correlated. We then look at how chronic absenteeism relates to student success as measured by standardized test scores and high school on-time graduation rates.
By C. Blake Whitson, 2015
Abstract: Recent research has explored both the disproportionate number of students of color disciplined in schools and the disproportionate severity of discipline for like events. Given this recent interest in student discipline data both nationally and here in Oregon with the passage of Senate Bill 553, which limits the exclusionary discipline in students in 5th grade or younger, the Department decided it was an appropriate time to begin looking beyond just compliance and reporting with our discipline data. To that end, the department developed two research questions. The first asked if students of are color receiving different discipline outcomes for like offenses? The second question asked if students of color are more severely disciplined for certain offenses/types of offenses than their peers?
By Beth LaDuca, 2015
Abstract: Each year some Oregon schools participate in the National Assessment of Educational Progress (NAEP). In even years such as 2016, the National Center for Education Statistics (NCES) selects a small number of Oregon schools for national assessments in subjects including the arts, social studies, or technology and engineering literacy. In odd years such as 2017, NCES selects a much larger number of Oregon schools to produce state results in math and reading. School leaders, teachers, parents, and students in Oregon often ask why participation in NAEP is worth their time and energy. This brief summarizes how NAEP provides Oregon with valuable information not available from other sources.
By Blake Whitson, Research Analyst and John Inglish, Education Program Specialist, 2016
Abstract: This presentation was co-presented with the Office of Learning - Student Services Unit at the 42nd Annual COSA Seaside Conference. This presentation will take a deeper look at disproportionality, presenting research that explores the extent to which students from different backgrounds receive different disciplinary actions for similar incidents. In addition to the data presented an overview of an overview of alternative behavior management strategies with a focus on integrating restorative practices within a Positive Behavior Support framework.