Skip to main content

Oregon State Flag An official website of the State of Oregon » Homepage

Internal Research Briefs

  • American Indian/Alaska Native Students in Oregon: A Review of Key Indicators

    By: Blake Whitson, 2017

    The American Indian/Alaska Native Students in Oregon report has been prepared by the Office of Accountability, Research and Information Services for the Advisor to the Deputy Superintendent of Public Instruction on Indian Education. It is being made available to the public and interested stakeholders to further conversations about improving outcomes for Oregon’s Native student population.

    American Indian/Alaska Native Students in Oregon Presentation

  • Chronic Absenteeism in Oregon Elementary Schools Series

    By: Chelsea Clinton, 2016

    Part 1: A Statewide Look at Attendance and Chronic Absenteeism in Elementary Schools in Oregon

    Part 2: Connecting Attendance and Academic Outcomes

    Part 3: Daily Attendance Data

    Part 4: Excused and Unexcused - The value of labeling an absence

  • Graduation Rates in Small Towns Exceed the Statewide Rate, While those in Medium-Sized Towns Catch Up

    By: Chelsea Clinton and Brian Reeder, 2017

    Abstract: Oregon students attend schools in a variety of geographic locations across the state and the sizes of the schools range from more than 3,000 students to fewer than five. This brief highlights schools in small and medium-sized towns, with a median 9th through 12th grade enrollment size of 92 for a school in a small town and 385 for a school in medium-sized town.

  • Oregon Students Continue to Improve On-Time Graduation Rate

    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.

  • Understanding and identifying teacher shortage areas in Oregon

    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.

  • Graduation Issue Brief

    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.

  • School Attendance, Absenteeism, and Student Success

    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.

  • Discipline Outcomes for Oregon Students Differ for Like Offenses

    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?

  • Why is NAEP important for Oregon

    By Beth LaDuca, 2015 (Updated 2018)

    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.

  • School Discipline Reform in Oregon: Connecting Research to Policy and Practice

    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.