255 Capitol St NE, Salem, OR 97310 | Voice: 503-947-5600 | Fax: 503-378-5156 | www.oregon.gov/ode
The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of
public schools. The purpose of the Statewide Report Card is to monitor trends among school districts and Oregon’s
progress toward achieving the goals referred to in ORS 329.015.
In addition, this report provides a tool that makes education data accessible to researchers, media, students, and
families and creates a clear, complete and factual picture of the state of education in Oregon.
The 2021-22 Statewide Report Card was produced by the Oregon Department of Education for distribution to Oregon
state and federal legislators, public schools, school districts, education service districts, and members of the public.
The Statewide Report Card is also posted on the Oregon Department of Education’s website
.
The Oregon Department of Education hereby gives permission to reproduce and distribute any or all of this document.
It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be
no discrimination or harassment on the grounds of race, color, religion, sex, sexual orientation, national origin, marital
status, age or disability in any educational programs, activities, or employment. Persons having questions about equal
opportunity and nondiscrimination should contact the Director of the Oregon Department of Education.
Published November 17, 2022
Colt Gill
Director of the Oregon Department of Education
Oregon achieves . . . together!
255 Capitol St NE, Salem, OR 97310 | Voice: 503-947-5600 | Fax: 503-378-5156 | www.oregon.gov/ode
Dear Oregonians,
The Oregon Department of Education (ODE) is pleased to present the Oregon Statewide Report Card for the 2021-22
school year. This annual report acts as a snapshot of our state’s education system that includes important statewide
data about our students, teachers and schools from the 2021-22 school year. The data routinely archived in this report
continues to be impacted by the statewide response to the COVID-19 pandemic. You can find more information in this
letter as well as in each applicable section where data was impacted.
The 2021-22 school year was one of reconnection and growth. Together, we lifted up lessons learned. We prioritized
mental health and well-being as well as learning and academic growth for all of Oregon’s children and youth.
And we did so by strengthening social and emotional supports; creating greater access to a well-rounded curriculum,
adding additional time for learning, including extracurricular activities and resources that jumpstart students’ connection
with peers and caring adults; and we focused on unleashing the power of partnership.
We’ve navigated pivotal moments in the COVID-19 pandemic.
Since the first case of COVID-19 was identified in February 2020, Oregon’s students, families, teachers and staff have
faced unprecedented challenges and hardship. Many communities experienced disproportionate impact, including tribes
here in Oregon and Indigenous, Black, Latinx, Asian, and Pacific Islander communities, LGBTQ2SIA+ students, and
students with disabilities, those navigating poverty and many living in Oregon’s rural communities. For the first time in
decades, we had a necessary and collective focus on public health. This called on each one of us to have greater
awareness about COVID-19 and take action to protect ourselves and the people around us—especially the most
vulnerable. While the 2021-22 school year (of which this report represents) marks an important turning point fully back
to in-person instruction, it’s worth noting the key events that impacted Oregon’s education system.
About the 2021-22 School Year
ODE’s North Star Goal for the 2021-22 school year was to safely and reliably provide in-person instruction every day,
all year long. In order to uphold this North Star goal, ODE worked closely with the Oregon Health Authority to develop
and update requirements and recommendations for school districts that meet our obligations for health, safety, equity,
and quality instruction across the state. Each school, under the direction of their school district, worked to submit an
Operational Blueprint for Reentry to ODE that meets the guidelines to safely operate their schools. In addition, ODE
supported the roll-out of Pediatric vaccines, and kept schools up to date by issuing regular School Health Advisories
.
Before the official first day of school, the focus was on summer learning programs
, thanks to a critical legislative
investment. A $250 million state General Fund investment, along with $21.2 million of federal resources went to
support initiatives for academic and enrichment for school aged students and preschoolers during the summer of 2021.
To kick off the start of the school year, ODE encouraged schools and school districts to emphasize
Care and
Connection the first few weeks of school, and continue prioritizing Care and Connection for the entire school year.
255 Capitol St NE, Salem, OR 97310 | Voice: 503-947-5600 | Fax: 503-378-5156 | www.oregon.gov/ode
The Care and Connection effort is an opportunity for school leaders, staff, students and families to foster care,
connection and community, and to create a healthy foundation for the school year.
Many school leaders devoted their first full week of the school year to activities that:
• Promoted a sense of community and togetherness.
• Astoria School District opened a family resource center for students and families.
• Welcomed students, families and staff back to school, and fostered relationships and community.
• Port Orford-Langlois School District initiated partnerships with their community to provide gardening
instruction during the school year as well as during the summer enrichment programs.
• Connected to equity and mental health/health promotion and prevention that is strengths-based, equity-
centered, and trauma and social emotional learning informed.
• Phoenix-Talent SD made School Based Health Centers accessible to all students in an equitable manner
in which they can meet the needs of mental and physical health.
• Brought us together to renew our relationships, cultivate care, connection and community.
• South Umpqua School District developed an Artist in Residence Program along with other Field Trips and
Interactive Assemblies for Grades K-12, with a focus on the performing and visual arts and STEAM.
ODE continued to distribute federal relief funds to address the impact that COVID-19 has had, and continues to have.
The addition of $1.62 billion of ESSER III funds provided stable funding and continuity in instruction and staffing for
school districts.
The work of the Student Success Act (SSA) is firmly underway. Signed into law in 2019, the SSA invests $1 billion into
Oregon schools each biennium. Despite the pandemic, the SSA has hit key implementation milestones, with much more
to be accomplished. What’s most important to know is that the SSA is making a difference. Over half of the funds in the
SSA encompass the Student Investment Account (SIA) which holds critical momentum for community engagement and
deep investments in student well-being. Another portion is providing our youngest learners access to preschool
programs across the state. These are just a small portion of how the funds are being used to support Oregon’s children
and youth.
About the Data in this Report
While useful to share this annual report, the data does not adequately reflect the efforts or resiliency shown
consistently by educators, students and families.
Information presented in previous issues of the Statewide Report Card was notably impacted by the COVID-19 pandemic
and the extended time students spent receiving instruction virtually, through distance learning. The data and
information tell a story and mark a point in time where Oregon schools and its education system was impacted by the
COVID-19 pandemic. All data and information presented here for the 2021-22 school year has been fully restored, with
the following notes and exceptions:
• The Economically Disadvantaged student group is larger in 2021-22 than in prior years due to the expansion of
the criteria for students eligible for free or reduced-price school meals through the federal USDA’s COVID-19
waivers. This report contains notes on every page where data for the economically disadvantaged student group
is reported.
• ODE resumed identifying schools for Targeted or Comprehensive supports under the Every Student Succeeds Act
(ESSA) for the first time since 2018-19. ODE did not rerun the accountability system to identify additional new
schools for support in 2019-20 or 2020-21 due to the COVID-19 pandemic and the U.S. Department of
Education’s assessment and accountability waivers.
• This report includes Measures of Interim Progress (MIP) data for all of the indicators included in the ESSA
accountability system.
255 Capitol St NE, Salem, OR 97310 | Voice: 503-947-5600 | Fax: 503-378-5156 | www.oregon.gov/ode
• Updated NAEP data resumes after a national pause due to the COVID-19 pandemic.
Data Highlights
• Students demonstrated significant progress toward being on track by ninth grade. Ninth Grade On-Track data
rebounded 9.2 percent from 73.5 percent in the 2020-21 school year to 82.8 percent in the 2021-22 school year.
• Foster care information is included for the first time. Data included are for the ELA and Math performance,
regular attendance, and 9
th
Grade On-Track to graduate.
• For the third year in a row, reporting of non-binary students increased as represented in the fall membership
enrollment.
• The number of women serving as superintendents increased from 30 percent in 2017-18 to 36 percent in 2021-
22.
Ongoing Efforts
Our schools are strongest when diverse viewpoints are present and more community members are involved. Only by
hearing from everyone can we serve everyone. As a state agency, we are committed to continuing to deepen trust
through equity-centered priorities that center collaboration and open communication. Additional efforts for the 2021-22
school year included:
• The Oregon State Board of Education and ODE have made guidance, educational resources, and toolkits
available to support safe and inclusive schools. The resolution affirms that symbolism of pride and Black Lives
Matters slogans and insignia are statements of love and affirmation, and indicate support and solidarity for
students.
• The Early Learning Division and ODE launched a plan to reimagine Oregon’s kindergarten assessment.
• Recognizing the unique strengths and assets of Oregon’s students through the implementation of House Bill
2845, Oregon’s Ethnic Studies Curriculum.
• Responding to Senate Bill 744, which gives Oregon a chance to update and innovate its outdated graduation
requirements and rebuild an education system in a way that equitably serves Oregon’s Black, Latino, Latina,
Latinx, Indigenous, Asian, Pacific Islander, and Tribal students, as well as students who are LGBTQ2SIA+;
emerging bilingual; and those navigating foster care, houselessness, and poverty.
Thank You
Thank you to the education community of teachers, staff, principals, business managers, superintendents and school
boards who supported school operations and upheld a high quality, equity-focused education for all students.
These two years have shown us what we’re capable of. It is a strong reminder of the spirit of engagement and
partnership, and working toward a shared goal. ODE is honored to work alongside school leaders, health officials,
educators, and families to meet the challenges and opportunities of this moment.
I sincerely appreciate your contributions, energy, and patience as we work together to keep students safe, engaged, and
learning.
Sincerely,
Colt Gill
Director
Oregon Department of Education
TABLE OF CONTENTS
OREGON STUDENTS .......................................................................................................................................................................... 3
OREGON PUBLIC SCHOOL ENROLLMENT .......................................................................................................................................................... 3
DIVERSE STUDENT POPULATIONS ................................................................................................................................................................... 3
PERCENT OF OREGON SCHOOL DISTRICTS BY SIZE OF STUDENT ENROLLMENT ......................................................................................................... 3
CLASS SIZE ................................................................................................................................................................................................ 4
STUDENTS WHO ARE EXPERIENCING HOUSELESSNESS IN OREGON ....................................................................................................................... 5
GENDER DIVERSITY ..................................................................................................................................................................................... 8
LANGUAGE DIVERSITY ................................................................................................................................................................................. 9
THE OREGON STATE SEAL OF BILITERACY ...................................................................................................................................................... 10
STUDENTS AND TEACHERS OF COLOR............................................................................................................................................................ 11
OREGON STAFF ................................................................................................................................................................................ 12
PERCENTAGE OF POSITIONS HELD BY WOMEN ............................................................................................................................................... 12
ALL SCHOOL STAFF ................................................................................................................................................................................... 13
ANNUAL INSTRUCTIONAL HOURS ................................................................................................................................................................. 13
TEACHER QUALIFICATIONS ......................................................................................................................................................................... 14
HISTORICAL SALARY CHARTS ....................................................................................................................................................................... 16
EDUCATION INITIATIVES ROOTED IN EQUITY, RACIAL EQUITY AND ANTIRACISM............................................................................ 17
SCHOOL FUNDING ........................................................................................................................................................................... 19
SCHOOL RESOURCES ................................................................................................................................................................................. 19
STUDENT ENROLLMENT ............................................................................................................................................................................. 20
HISTORY OF SCHOOL FUNDING RESPONSIBILITY IN OREGON .............................................................................................................................. 21
OPERATING REVENUES BY SOURCE ............................................................................................................................................................... 22
ELEMENTARY AND SECONDARY EDUCATION ACT ........................................................................................................................... 23
FEDERAL PROGRAMS ................................................................................................................................................................................. 23
OREGON DISCIPLINE INCIDENTS DATA .......................................................................................................................................................... 24
ACCOUNTABILITY AND SUPPORT UNDER THE EVERY STUDENT SUCCEEDS ACT ............................................................................... 27
ESSA ACCOUNTABILITY SYSTEM .................................................................................................................................................................. 28
MEASURES OF INTERIM PROGRESS ............................................................................................................................................................... 29
ENGLISH LANGUAGE ARTS ACADEMIC ACHIEVEMENT DETAILS ........................................................................................................................... 30
ENGLISH LANGUAGE ARTS AVERAGE GAP SCORE CHANGE DETAILS .................................................................................................................... 34
REGULAR ATTENDERS DETAILS .................................................................................................................................................................... 35
9
TH
GRADE ON-TRACK DETAILS ................................................................................................................................................................... 36
FOUR-YEAR COHORT GRADUATION DETAILS .................................................................................................................................................. 37
FIVE-YEAR COMPLETERS DETAILS ................................................................................................................................................................ 37
ON-TRACK TO ENGLISH LANGUAGE PROFICIENCY DETAILS ................................................................................................................................ 38
ENGLISH LANGUAGE ARTS PARTICIPATION DETAILS ......................................................................................................................................... 39
STUDENT SUCCESS ........................................................................................................................................................................... 42
GRADE 3 ................................................................................................................................................................................................. 43
GRADE 4 ................................................................................................................................................................................................. 43
GRADE 5 ................................................................................................................................................................................................. 44
GRADE 7 ................................................................................................................................................................................................. 45
HIGH SCHOOL .......................................................................................................................................................................................... 46
NATIONAL COMPARISON OF STUDENT ACHIEVEMENT ................................................................................................................... 47
THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS ............................................................................................................................... 47
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS ...................................................................................................................................... 48
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS ...................................................................................................................................... 51
FREE AND REDUCED PRICE LUNCH ELIGIBILITY ................................................................................................................................ 54
THE OREGON DIPLOMA ................................................................................................................................................................... 55
NINTH GRADE ON-TRACK .......................................................................................................................................................................... 56
ESSENTIAL SKILLS ...................................................................................................................................................................................... 58
OREGON GRADUATION RATES ........................................................................................................................................................ 59
COHORT GRADUATION RATES ..................................................................................................................................................................... 59
OREGON CAREER AND TECHNICAL EDUCATION (CTE) ...................................................................................................................................... 61
DROPOUT RATES ............................................................................................................................................................................. 62
OREGON STATEWIDE DROPOUT RATE CALCULATION ....................................................................................................................................... 62
OREGON HIGH SCHOOL DROPOUT RATES ..................................................................................................................................................... 62
OREGON DROPOUT RATES BY GENDER ......................................................................................................................................................... 63
REGULAR ATTENDERS ...................................................................................................................................................................... 64
OREGON PUBLIC CHARTER SCHOOLS ............................................................................................................................................... 67
OREGON PUBLIC CHARTER SCHOOLS ENROLLMENT ......................................................................................................................................... 67
SPECIAL PROGRAMS ........................................................................................................................................................................ 69
SPECIAL EDUCATION (IDEA) - AGES 5-21 ..................................................................................................................................................... 69
EARLY LEARNING DIVISION PRE-KINDERGARTEN PROGRAM .............................................................................................................................. 71
EARLY LEARNING DIVISION PRESCHOOL PROMISE PROGRAM ............................................................................................................................ 72
TALENTED AND GIFTED .............................................................................................................................................................................. 73
ALTERNATIVE SCHOOLS AND EDUCATION PROGRAMS ...................................................................................................................................... 75
RESOURCES ..................................................................................................................................................................................... 78
Oregon Statewide Report Card 2021-22 3 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Robin Stalcup, Robin.[email protected]on.gov
OREGON STUDENTS
There were 553,012 students enrolled in Oregon public schools on the first school day in October 2021. Oregon’s K-12
public schools experienced a dramatic, unprecedented enrollment decline during the 2020-21 school year and again in
the 2021-22 school year. This decline in enrollment is attributed to the COVID-19 pandemic. In 2020, Oregon saw 21,744
fewer students enrolled in K-12 public school, relative to the prior year. One year later, on the first day of school in
October 2021, Oregon saw an additional decline of 7,905 students. Combined together, Oregon’s public schools now
serve 27,672 fewer students (-4.7 percent) than it did in 2017-18.
Oregon Public School Enrollment
Number of Kindergarten through 12th Grade Students
Diverse Student Populations
Of the 553,012 students enrolled in 2021-22, 223,018 (40.3 percent) were students of color. This represents an almost
one percentage point increase from the 2020-21 rate of 39.6 percent.
School
Year
American
Indian/ Alaska
Native
Asian
Black/African
American
Hispanic/Latino
Multi-
Racial
Native
Hawaiian/
Pacific Islander
White
Total
2017-18
7,724
23,324
13,509
133,822
35,677
4,232
362,396
580,684
2018-19
7,280
23,267
13,301
136,186
37,136
4,363
360,197
581,730
2019-20
7,010
23,208
13,176
138,273
38,306
4,431
358,257
582,661
2020-21
6,570
22,733
13,021
137,101
38,629
4,335
338,528
560,917
2021-22
6,357
22,145
12,731
138,112
39,219
4,454
329,994
553,012
See enrollment reports for more information, including breakdowns by school and district.
Enrollment decreased in 2021-22. Asian student
enrollment shows an overall decrease, while
Hispanic/Latino, Multi-Racial, and Native Hawaiian/Pacific
Islander student enrollment has continued to increase
since 2017-18. American Indian/Alaska Native,
Black/African American, and White student enrollments
continue to decline.
Race/Ethnicity
Percent Difference
since 2017-18
American Indian/Alaskan Native
-17.7%
Asian
-5.1%
Black/African American
-5.8%
Hispanic/Latino
3.2%
Multi-Racial
9.9%
Native Hawaiian/Pacific Islander
5.2%
White
-8.9%
Percent of Oregon School Districts by Size of Student Enrollment
There are 197 School Districts in Oregon. The majority are small districts, comprised of less than 1,000 students.
However, the majority of students in Oregon attend large school districts, comprised of 7,000 or more students.
580,684
581,730
582,661
560,917
553,012
550,000
570,000
590,000
2017-18 2018-19 2019-20 2020-21 2021-22
55%
37%
9%
Small (1-999)
Medium (1,000 - 6,999)
Large (7,000+)
Percent of Districts
7%
40%
53%
Small (1-999)
Medium (1,000 - 6,999)
Large (7,000+)
Percent of Total Enrollment
Oregon Statewide Report Card 2021-22 4 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Robin Stalcup, Robin.[email protected]on.gov
Class Size
Class enrollments are counted on the first weekday in May for all self-contained or departmentalized core subject
classes in all grade levels, kindergarten through grade 12.
Data from 2014-15 through 2018-19, and then resuming in
2020-21 and 2021-22, are available.
Departmentalized courses (those offering instruction in specific core content subjects) comprise most of the courses
reported to the Oregon Department of Education. More classes are offered in assessed subjects
, with fewer classes in
subjects that are not required for assessment or to earn a high school diploma. Between 2014-15 and 2018-19 median
class sizes varied by subject and median class sizes did not change over time. After pandemic-related safety measures
were implemented, median class sizes decreased by seven to nine students per class in 2020-21. Median class sizes
increased by four students for all class subjects in 2021-22 as pandemic safety measures were lifted.
Median Class Size across school type reflect the impact of easing pandemic safety measures leading to larger cohorts for
in-person enrollments. The statewide class size median of 22 is driven by high school data as these schools report more
classes than other school types. The median class size for elementary schools increased from 20 to 21 between 2020-21
and 2021-22. Combined schools represent a small number of schools in Oregon. While their numbers have slightly
increased since class size reporting began, they tend to be smaller schools. The combined school median class size began
decreasing in 2016-17 but held steady at 15 students per class in 2018-19. However, combined schools showed another
decline in class size to 12 students per class in 2020-21, but has increased to 14 in 2021-22.
0 2000 4000 6000 8000 10000 12000
1-15 students
16-25 students
26-35 students
36-45 students
46-55 students
>56 students
Class Size in Elementary Schools
(Median = 21)
0 2000 4000 6000 8000 10000 12000
1-15 students
16-25 students
26-35 students
36-45 students
46-55 students
>56 students
Class Size in Middle Schools
(Median = 24)
0 2000 4000 6000 8000 10000 12000 14000
1-15 students
16-25 students
26-35 students
36-45 students
46-55 students
>56 students
Class Size in High Schools
(Median = 23)
0 1000 2000 3000 4000 5000 6000
1-15 students
16-25 students
26-35 students
36-45 students
46-55 students
>56 students
Class Size in Combined Schools
(Median = 14)
Oregon Statewide Report Card 2021-22 5 Oregon Department of Education • www.oregon.gov/ode
Students Who Are Experiencing Houselessness in Oregon
The McKinney-Vento Homeless Assistance Act, Education of Homeless Children and Youth ensures that students who
are unaccompanied or experiencing houselessness have equal access to the same free, appropriate public education as
their peers. Under McKinney-Vento, each district designates a liaison to identify and provide services to eligible
students. For the purposes of this program, to qualify for services, a student must “lack a fixed, regular, and adequate
nighttime residence.” A family could live in an emergency shelter or transitional housing unit, share housing with others
due to loss of housing or economic hardship, reside in motels, or live in tents or trailers for lack of alternative, adequate
housing. Unaccompanied children and youth who are not living with parents or legal guardians – for whatever reason –
are also eligible for educational rights and services. Liaisons work to ensure that students are provided with immediate
school enrollment and access to education services. To reduce frequent school changes, districts are required to stabilize
students who are unaccompanied or experiencing houselessness in their school of origin, even though the
transportation route might involve crossing district boundaries.
Living Situations
of K- 12 Students Experiencing Houselessness
How are Students Counted?
Each district provides the Secure Student ID (SSID) of each student
who is unaccompanied or experiencing houselessness served and two
additional pieces of information:
1) living situation (Shelter, Unsheltered, Sharing Housing,
Motel/Hotel);
2) unaccompanied status
In addition to providing count data for required federal reports, results
are used to assist districts in providing services and supports for
students. This includes providing extra support to ensure consistent
attendance, strong academic performance, and high school
completion. ODE initiatives such as High School Success, Career and
Technical Education, Trauma-Informed Practice, Early Learning and
Successful School Transitions are particularly helpful in supporting
students experiencing houselessness or who are unaccompanied
through graduation and into a college or career pathway.
Count of Students Experiencing
Houselessness Attending Public Schools
Grade Level
Count 2021-22
PK*
349
KG
1,257
1
1,250
2
1,381
3
1,366
4
1,398
5
1,353
6
1,179
7
1,231
8
1,342
9
1,461
10
1,453
11
1,559
12
2,128
Total
18,358
* PK enrollment is optional
School Year
In Shelters
Sharing Housing
Unsheltered
Motels
2017-18
1,817
16,399
2,549
1,236
2018-19
1,701
16,903
2,569
1,041
2019-20 1,584 15,868 2,514 1,114
2020-21
1,376
12,814
2,306
1,197
2021-22
1,685 13,037 2,491 1,470
Oregon Statewide Report Card 2021-22 6 Oregon Department of Education • www.oregon.gov/ode
Students Experiencing Houselessness Count, K-12
(Percent of Total K-12 Enrollment)
2017-18 to 2021-22
K-12 Students enrolled in Oregon School Districts only. Excludes students enrolled in ESDs, correctional programs, and other non-school district run programs.
While the overall statewide number of students experiencing houselessness, or who are unaccompanied, decreased, the
COVID-19 pandemic and the closure of schools provided challenges for districts to identify and re-engage youth and
students who are experiencing houselessness and provide services. The Oregon Department of Education is working
with liaisons, district leaders, and community organizations to provide support and resources to ensure that we are
identifying and re-engaging youth who are experiencing houselessness in our schools. These supports are provided
through the McKinney-Vento grant program as well as through funds provided by the American Rescue Plan.
Districts with the Highest Number of Students
Experiencing Houselessness
District
K-12 Total
Homeless
2021-22
Percent of
enrollment
2021-22
Beaverton SD 48J 1,221 3.1%
Medford SD 549C
1,039
7.4%
Salem-Keizer SD 24J
826
2.1%
Portland SD 1J
785
1.7%
Eugene SD 4J 660 4.0%
Lincoln County SD
630
12.1%
Reynolds SD 7
517
5.2%
Bend-LaPine
Administrative SD 1
498 2.9%
Hillsboro SD 1J 455 2.4%
Phoenix-Talent SD 4
448
20.0%
Districts with the Highest Percent of Students
Experiencing Houselessness
District
K-12 Total
Homeless
2021-22
Percent of
enrollment
2021-22
McKenzie SD 68
43
25.8%
Butte Falls SD 91
43
23.0%
Arlington SD 3
36
22.5%
Phoenix-Talent SD 4
448
20.0%
Mapleton SD 32
26
19.3%
Warrenton-Hammond SD
30
141 14.4%
Port Orford-Langlois SD 2CJ
32
14.4%
Coos Bay SD 9
410
13.6%
Oakridge SD 76
65
13.0%
South Wasco County SD 1
29
12.9%
21,746
22,215
21,080
17,693
18,358
(3.7%)
(3.9%)
(3.6%)
(3.2%)
(3.3%)
0
5,000
10,000
15,000
20,000
25,000
2017-18 2018-19 2019-20 2020-21 2021-22
Oregon Statewide Report Card 2021-22 7 Oregon Department of Education • www.oregon.gov/ode
Students Experiencing
Houselessness by County of
Enrollment, 2021-22
NOTE: Students enrolled in a district that
contains schools in more than one county are
included in the total of the county where the
district administrative office is located.
* Values under 10 are suppressed.
How Do Public School Programs Serve Students Experiencing Houselessness?
Services and accommodations for students experiencing houselessness, or who are
unaccompanied, may include school transportation, tutoring, extended-day and
summer school programs. Schools and districts can also use funding to purchase
shoes, clothing and hygiene supplies as well as make referrals to social services and
housing programs. Local district general funds may be supplemented by Title I-A funds,
McKinney-Vento competitive subgrants, community agencies, and local donations.
Many districts receive donations from community sponsors, foundations and local
businesses to help provide resources such as dental and medical care, glasses,
mentoring, family support and other services.
Partnerships extend across the state between school districts, communities, and
county agencies working to end homelessness. Many liaisons are involved in county
Continuum of Care Committees and Homeless Councils, Oregon Pre-Kindergarten
Programs and Runaway & Homeless Youth Programs. Liaisons find collaboration and
assistance from non-profit agencies, coalitions and faith-based service organizations.
The role of the McKinney-Vento Liaison in school districts, as well as the role of school
districts in statewide efforts to prevent and end homelessness, is imperative.
The statewide four-year graduation rate of students experiencing houselessness, or
who are unaccompanied, increased for the 2013-14 through the 2016-17 cohort. But
the rate declined for the 2017-18 cohort. Services and supports are needed to meet
the strengths and needs of our youth to ensure they remain in school and graduate.
Students Experiencing Houselessness Four-Year Graduation Rates
McKinney-Vento Subgrant Projects
Oregon received $895,694 in federal McKinney-Vento Act funds for 2022-23 to
coordinate the state program and provide grants to local education agencies to
provide supplemental services for students experiencing houselessness, or who are
unaccompanied. During the 2022-23 school year, 12 subgrant projects will serve youth
experiencing houslessness across the state. For more information about the ODE
Education of Homeless Children and Youth Program, visit the
McKinney-Vento Act:
Homeless Education Program webpage.
50.7%
54.1%
55.4%
60.5%
55.4%
76.7%
78.7%
80.0%
82.6%
80.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2013-14 2014-15 2015-16 2016-17 2017-18
High School Entry (Cohort) Year
Houseless Students All Students
County
Total
Enrolled,
K - 12
Baker
211
Benton
421
Clackamas
860
Clatsop
264
Columbia
94
Coos
684
Crook
83
Curry
80
Deschutes
725
Douglas
337
Gilliam
36
Grant
25
Harney
25
Hood River
49
Jackson
2,086
Jefferson
131
Josephine
809
Klamath
499
Lake
63
Lane
2,006
Lincoln
630
Linn
996
Malheur
372
Marion
1,528
Morrow
97
Multnomah
2,465
Polk
140
Sherman
*
Tillamook
161
Umatilla
241
Union
115
Wallowa
25
Wasco
84
Washington
2,102
Wheeler
38
Yamhill
550
Oregon Statewide Report Card 2021-22 8 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Robin Stalcup, Robin.Sta[email protected].gov
Gender Diversity
Recognizing and allowing for non-binary gender options in data reporting is an important step toward gender
inclusivity*. The Oregon Department of Education (ODE) implemented a new gender code in the 2018-19 student and
staff data collections that provides non-binary, intersex, and gender-fluid individuals with an option to identify their
gender as non-binary. For the purpose of collecting and reporting this gender demographic, the current practice is to use
the term non-binary.
In the October 1
st
, 2021 student enrollment snapshot, a total of 1,772 non-binary students are reported. This is an
increase from the 836 non-binary students reported in the October 1
st
, 2020 student enrollment snapshot.
Total Number of Non-Binary Students Reported
Data source: 2021-22 Fall Membership.
Safety concerns may inhibit gender diverse individuals from selecting the non-binary gender option. ODE anticipates
that the total number of non-binary students reported by school districts may continue to increase each school year.
This could be a result of more districts updating their registration forms or student information systems so that parents,
students, and staff can easily select the non-binary gender option.
* For additional background, see ODE Executive Memo 008-2017-18
33
21
32
29
35
55
112
186
213
311
278
241
226
0
30
60
90
120
150
180
210
240
270
300
330
Oregon Statewide Report Card 2021-22 9 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Kim Miller, Kim.A.Miller@ode.oregon.gov
Language Diversity
According to data from the ESEA Title III: English Learner Collection for 2021-22, there were 59,704 English Learners
(almost 11 percent of all K-12 students). In addition to the languages listed below, 467 students did not list a specific
language (non-applicable to reporting). 1,348 students were also listed as “Other Language”; 771 of these students
participated in English Learner programs.
Most Common Languages of Origin of Students in Oregon Public Schools
(K-12 Students)
2021-22
Language of Origin
Number of Enrolled
Students by
Language of Origin
1
Number of English
Learner Students
2
Percent of
Enrollment
3
(Total: 551,780)
Percent of English
Learner Student
Enrollment
3
(Total: 59,704)
English
4
432,989
616
78.5%
1.0%
Spanish
86,445
45,440
15.7%
76.1%
Vietnamese
3,726
1,292
0.7%
2.2%
Chinese
3,552
1,230
0.6%
2.1%
Russian
3,491
1,458
0.6%
2.4%
Arabic
1,807
886
0.3%
1.5%
Other languages
1,348
771
0.2%
1.3%
Chuukese
1,125
767
0.2%
1.3%
Japanese
1,029
399
0.2%
0.7%
Somali
1,025
647
0.2%
1.1%
Korean
956
302
0.2%
0.5%
Ukrainian
875
460
0.2%
0.8%
Tagalog
560
220
0.1%
0.4%
Romanian
555
221
0.1%
0.4%
Marshallese
554
373
0.1%
0.6%
Telugu
551
142
0.1%
0.2%
Hindi
507
130
0.1%
0.2%
Hmong
420
174
0.1%
0.3%
Tamil
378
82
0.1%
0.1%
Amharic
367
177
0.1%
0.3%
Swahili
361
254
0.1%
0.4%
French
305
94
0.1%
0.2%
Persian
296
198
0.1%
0.3%
Mayan languages
293
271
0.1%
0.5%
Karen
289
199
0.1%
0.3%
1
Source: Spring Membership 2021-22
2
Source: Unduplicated ESEA Title III: English Learner Collection, 2021-22, excluding students determined not to be currently eligible for English Learner Services.
3
Percentage columns may not sum to 100 due to rounding.
4
Native American/Alaska Native students may qualify for English learner services even if the student has English as their language of origin.
See the Title III English Learners and Immigrant Youth webpage for more details on English Learner performance.
Oregon Statewide Report Card 2021-22 10 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Taffy Carlisle, Taffy.[email protected]on.gov
The Oregon State Seal of Biliteracy
The Oregon State Seal of Biliteracy (OSSB) was
established 2016 and updated in 2022 in order to:
• Honor and recognize the multiple language
literacy skills arriving students bring to their
Oregon education.
• Honor and recognize the indigenous language
and literacy skills of American Indian/Alaska
Native students.
• Honor and recognize the language literacy skills
native English speaking students gain when
studying world languages.
There are three criteria students meet to earn the
OSSB:
• Meet all graduation requirements by the spring
of the student’s graduating year.
• Pass any two or more approved language
assessments at the Intermediate High level of
proficiency in the reading, writing, listening and
speaking domains for any two or more
languages.
The State of Oregon honors the languages and culture of its people and celebrates that there are over 166 languages
spoken by students in its schools. Oregon students who earned the OSSB for 2021-22 spoke 47 different heritage
languages, including English. Some of these students spoke a world language at home and gained proficiency in English
in a school setting, while others spoke English at home and learned a world language in school. Both methods of
meeting the OSSB proficiency requirements are celebrated.
Data for the 2021-22 graduating year reflect that:
2,215 students earned the OSSB, speaking 47 different
heritage languages and earning the OSSB in 30 different
world languages
o 63 percent of the students spoke a language
other than English as their primary language.
o 37 percent of the students spoke English as
their primary language.
• 56 percent of the students earning the OSSB were
English Learners, either currently or formerly.
• 32 students earned the OSSB in two languages, in
addition to English.
• <5 students earned the OSSB in the Umatilla and
Weyiiletpuu (Nez Perce) languages.
• Seven students earned the OSSB in American Sign
Language.
Data includes 58 districts, one private school, one online school, one
charter school, and two post-secondary institutions offered the
OSSB.
The OSSB has grown over the years through the recognition of the American Indian/Alaska Native languages, American
Sign Language, Post-Secondary partnerships, and expanded participation of districts across the state.
1,621
2,727
2,475
2,101
2,215
0
1,000
2,000
3,000
2017-18 2018-19 2019-20 2020-21 2021-22
Oregon State Seal of Biliteracy Awarded
Oregon Statewide Report Card 2021-22 11 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Ryan Clark, Rya[email protected]on.gov
Students and Teachers of Color
In the 2021-22 school year, the proportion of both teachers and students of color increased at nearly identical rates.
Students of color increased to 40.3 percent, an increase of 0.7 percent from the 2020-21 school year, and teachers of
color increased to 12.2 percent, an increase of 0.8 percent from 2020-21.
Sources: Fall Membership and Staff Position Collections
Towards Increased Racial Equity and Representation in Oregon’s Educator Workforce
Created in 2017 through the passage of Senate Bill 182, the Educator Advancement Council
(EAC) is an innovative
partnership aimed at helping Oregon staff every classroom with high-quality, well-supported and culturally-responsive
public educators. The Educator Advancement Council is working towards implementing the legislative goals and
initiatives established in the Minority Teacher Act passed in 1991 (
OAR 581-018-0416), Senate Bill 755 passed in 2013,
and House Bill 3375 passed in 2015, which replaced the word “minority” with “diverse.” To learn more about the history
and ongoing data strategies visit the EAC homepage and read through the EAC’s annual Educator Equity Reports.
Source: Fall Membership and Staff Position Collections
Note: Multi-Racial does not include students or staff who reported Hispanic Ethnicity – they are all reported under Hispanic. See the
Federal Race and Ethnicity
Reporting Assistance Manual for more information.
The largest difference between historically underserved student populations and teachers of the same race/ethnicity is
Hispanic/Latino: 25 percent of students were reported as Hispanic/Latino, compared with only 6.6 percent of teachers.
In contrast, 87.9 percent of teachers were White, compared with only 59.7 percent of students in 2021-22.
37.6%
38.1%
38.5%
39.6%
40.3%
9.9%
10.4%
10.8%
11.4%
12.2%
0%
25%
50%
2017-18 2018-19 2019-20 2020-21 2021-22
Students of Color Teachers of Color
40.3%
1.1%
4.0%
2.3%
25.0%
7.1%
0.8%
12.1%
0.6%
2.1%
0.8%
6.6%
2.0%
0.2%
0.0%
100.0%
All
Students/Staff
of Color
American
Indian/ Alaska
Native
Asian Black/
African
American
Hispanic/Latino Multi-Racial Native
Hawaiian/
Pacific Islander
Race/Ethnicity of Students and Teachers, 2021-22
Students
Teachers
Oregon Statewide Report Card 2021-22 12 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Ryan Clark, Rya[email protected]on.gov
OREGON STAFF
Experienced, Highly Educated Workforce
While Oregon still has an experienced teacher cohort with 21.9 percent of licensed teachers having 20 or more years of
experience, the number of new teachers (0-4 Years of experience) increased significantly from 24.1 percent in 2020-21
to 27.1 percent in the 2021-22 school year.
Teacher Experience
Source: Staff Position
Over the last five years there has been slow growth in the number of women reported as superintendents (36 percent of
superintendents were women in 2021-22). Among staff reported as principals, 55 percent were women, a slight increase
from the 2020-21 school year. The proportion of women reported as teachers remains unchanged over the last five
years.
Percentage of Positions Held by Women
Source: Staff Position. Includes assistant principals and assistant superintendents
2021-22 Highest Degree Held
Oregon teachers are required to: hold a
bachelor’s degree or higher, be fully
licensed, and hold the proper endorsement
for the course being taught. More
information about requirements can be
found on the
Teacher Standards and
Practices Commission website.
27.1%
20.7%
14.8%
15.4%
11.8%
10.1%
0%
30%
0-4 Years 5-9 Years 10-14 Years 15-19 Years 20-24 Years 25+ Years
71%
71%
71%
71% 71%
53%
53%
54%
54%
55%
30%
31%
34%
34%
36%
0%
75%
2017-18 2018-19 2019-20 2020-21 2021-22
Teachers
Principals
Superintendents
0.7%
23.6%
75.0%
0.7%
0.2%
2.4%
89.9%
7.6%
0%
20%
40%
60%
80%
100%
Less than
Bachelor's
Bachelor's Master's Doctorate
Teachers
Administrators
Oregon Statewide Report Card 2021-22 13 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Ryan Clark, Rya[email protected]on.gov
Total Number of Teachers (NOT FTE) Employed by Oregon Districts and ESDs
Source: Staff Position. Includes some pre-kindergarten teachers
All School Staff
The total number of full-time equivalent (FTE) school employees in 2021-22 increased from 2020-21 by approximately
5.1 percent statewide. There were also some notable changes within position groups between 2020-21 and 2021-22. For
example, the percentage of School Counselors increased by approximately 8.8 percent. Nearly all position groups saw an
increase in FTE between 2020-21 and 2021-22. District Administrators, School Administrators, School Counselors,
Licensed Library and Media, and Support Staff all saw increases in FTE by more than five percent of their 2020-21 totals.
The proportion of total FTE positions held by teachers in Oregon’s public schools increased slightly this year, but remains
under 45 percent.
Oregon School Employees
(Full-Time Equivalent Positions)
2020-21
2020-21
2021-22
2021-22
Number
Percent
Number
Percent
Teachers
30,767.1
43.9%
31,650.3
43.0%
Educational Assistants
11,170.1
15.9%
11,775.8
16.0%
District Administrators
501.7
0.7%
547.7
0.7%
School Administrators
1,854.4
2.6%
1,974.9
2.7%
School Counselors
1,501.5
2.1%
1,633.3
2.2%
Licensed Library and Media
146.7
0.2%
158.4
0.2%
Library and Media Support
667.6
1.0%
680.0
0.9%
Psychologists
395.4
0.6%
390.5
0.5%
Support Staff
21,160.6
30.2%
22,836.8
31.0%
Special Education Specialists
1,946.8
2.8%
2,005.4
2.7%
Total
70,111.8
100.0%
73,653.0
100.0%
Includes all grade levels and institution types. Both years of data make adjustments for partial year employment. All data above reflects employment as of December
1 of the school year.
Annual Instructional Hours
The minimum number of instructional hours
districts must offer each school year, by
grade level, are specified in
OAR 581-022-
2320 - Required Instructional Time.
31,328
31,512
31,582
31,980
32,836
25,000
30,000
35,000
2017-18 2018-19 2019-20 2020-21 2021-22
Instructional Hours Required to be
Offered Each Year (Minimum) 2021-22
Kindergarten (half day)
450
Kindergarten (full day)
900
Grades 1-8
900
Grades 9-11
990
Grade 12
966
Oregon Statewide Report Card 2021-22 14 Oregon Department of Education • www.oregon.gov/ode
Teacher Qualifications
Beginning in the 2017-18 school year, teacher qualification measures changed due to updates in federal definitions.
Teacher qualifications metrics no longer used the No Child Left Behind (NCLB) Highly Qualified Teacher (HQT)
determination, but instead shifted to use the current Every Student Succeeds Act (ESSA) determinations of out-of-field
or in-field teachers and emergency/provisional licensed or not emergency/provisional licensed teachers.
An out-of-field teacher is defined as a teacher teaching a subject area (course) in which they have neither a full Oregon
teaching license and the proper endorsement, nor a License for Conditional Assignment (LCA). The specific courses that
are allowable for a specific teaching endorsement can be found in the Course to Endorsement Catalog
. Fully licensed
teachers are allowed to teach up-to 10 hours per week in a single out-of-field subject area. See OAR 584-210-0160 for
more details.
An emergency/provisional licensed teacher is defined as a teacher teaching with a less than full Oregon teaching license
e.g., Limited Teaching, Emergency Teaching, and Restricted Teaching licenses. All emergency/provisional licensed
teachers are considered out-of-field teachers too, regardless of their specific teaching endorsements.
More information about Oregon teacher licenses and endorsements can be found on the
Teacher Standards and
Practices website.
The data include all reported public school teachers who provide instruction to students, in all subjects and all grades,
and are measured in Full Time Equivalency (FTE) derived from their hours of instruction. The purpose of the data is to
ascertain if schools with high percentages of students experiencing poverty have a disproportionate rate of teachers
that are out-of-field, or teaching with an emergency/provisional license.
High and low poverty schools are determined by the quartile of the percentage of Free and Reduced Lunch (FRL) eligible
students attending the school i.e., the 25 percent of schools with the highest percentage of FRL eligible students are in
the high poverty school category, and the 25 percent of schools with the lowest percentage of FRL eligible students are
in the low poverty school category.
Percentage of Out-of-Field Teachers
Source: Staff Position Data Collection
* The 2017-18 school year was the first year of the Staff Assignment data collection in its current iteration, thus the data for that year should be interpreted with
additional caution.
** The high/low poverty school categories are normally calculated annually, however due to impacts of COVID-19 on the Free and Reduced Price Lunch (FRL) data for
2020-21, the 2019-20 FRL data and high/low school poverty school determinations were used for 2020-21.
2017-18* 2018-19 2019-20 2020-21** 2021-22
All Schools
9.4% 9.3% 10.2% 13.3% 14.7%
High Poverty Schools
9.0% 9.3% 9.8% 15.7% 15.3%
Low Poverty Schools
8.7% 8.7% 10.2% 12.6% 13.2%
0%
5%
10%
15%
20%
25%
Oregon Statewide Report Card 2021-22 15 Oregon Department of Education • www.oregon.gov/ode
Percentage of Teachers with an Emergency/Provisional License
Source: Staff Position Data Collection
* The 2017-18 school year was the first year of the Staff Assignment data collection in its current iteration, thus the data for that year should be interpreted with
additional caution.
** The high/low poverty school categories are normally calculated annually, however due to impacts of COVID-19 on the Free and Reduced Price Lunch (FRL) data for
2020-21, the 2019-20 FRL data and high/low school poverty school determinations were used for 2020-21.
Since the first year of the current iteration of collecting data on teacher qualifications, the rates of out-of-field and
emergency/provisional teachers decreased year-over-year for all school groups, until 2020-21. While
emergency/provisional licensed teacher rates continued its slight decline, the rate of out-of-field teachers increased
dramatically for all school groups in 2020-21 and slightly increased again in 2021-22. Out-of-field teacher rates in the
prior years had been relatively even between high and low poverty schools, but widened to a 2.1 percentage point
difference in 2021-22. Even though emergency/provisional licensed teacher rates decreased for schools over the time
period, high poverty schools continue to have a higher rate of emergency/provisional licensed teachers compared to low
poverty schools.
2.6%
2.5%
2.3%
1.9%
1.6%
3.7%
3.9%
3.5%
3.0%
1.8%
1.8%
1.6%
1.0%
0.8%
0.9%
2017-18* 2018-19 2019-20 2020-21** 2021-22
All Schools
High Poverty Schools
Low Poverty Schools
Oregon Statewide Report Card 2021-22 16 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Evan Fuller, Evan.Fuller@ode.oregon.gov
Historical Salary Charts
While salaries of administrators and teachers have grown over time, meaningful trends in salaries can only be made
after adjusting for inflation. Adjusted for inflation, the average salary of superintendents has grown slightly over time,
while salaries of assistant principals, principals, and teachers have essentially been flat.
Average Salaries by Staff Category in Oregon
Inflation Adjusted Average Salaries by Staff Category in Oregon
2007-08 Dollars (West Region CPI; 2007-08 = 100)
Source: ODE Staff Position Data Collection
Note: The Office of Economic Analysis moved to the West Region CPI starting with the 1
st
Quarter 2019 Economic Forecast. Inflation-adjusted salaries for the
Statewide Report Card were calculated using the West Region CPI starting in 2019-20. Prior year Oregon Statewide Report Cards used the Portland-Salem Urban Area
CPI.
$108,604
$152,596
$91,997
$120,027
$85,003
$111,170
$52,333
$70,402
Superintendents Principals Assistant Principals Teachers
$108,604
$109,260
$91,997
$85,941
$85,003
$79,599
$52,333
$50,409
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
$160,000
Superintendents Principals Assistant Principals Teachers
Oregon Statewide Report Card 2021-22 17 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Mariana Praschnik-Enriquez, Mariana.Praschnik@ode.oregon.gov
EDUCATION INITIATIVES ROOTED IN EQUITY, RACIAL EQUITY AND ANTIRACISM
The Oregon Department of Education (ODE) is committed to upholding educational equity throughout Oregon’s public
schools. This involves recognizing the historical and ongoing trauma inflicted specifically on Native tribes, Indigenous,
Black, and Persons of Color
[1]
through our nation’s education systems, and responding with conscious, persistent, and
collective actions rooted in equity, racial justice, and antiracism. It also requires humility, acknowledging that Oregon is
part of a global movement working to educate about the harmful impacts of anti-Blackness, white supremacy, systemic
discrimination, and all forms of hatred that impact our students
and communities.
ODE is working in partnership with school communities
to guide actionable ways of tending to the real and divisive
impacts of fear, hate, bias and racialized trauma. This entails
supporting school districts in educating students, staff,
educators, and school community members about the nation’s
many ethnic cultures and histories, fostering safe
and supportive
school environments for transgender students, and affirming
that Black Lives Matter and Every Student Belongs. Learn more
about ODE’s Equity Decision Toolkit.
Student Visibility
Student demographic data are typically reported using the federally defined race/ethnicity groups.
Federal reporting guidelines require states to report students who identify as Hispanic or Latino/a/x as such, even if the
student also holds other racial identities. Similarly, if a student does not identify as Hispanic or Latino/a/x and holds
more than one racial identity, under federal reporting guidelines, that student is categorized as Multiracial.
The intent of the federally defined race/ethnicity groups is to provide consistency in demographic reporting
across states. However, these federal guidelines also mask the diversity of Oregon students. The American Indian/Alaska
Native (AI/AN), the African American/Black (AA/B), and the Pacific Islander/Native Hawaiian (PI/NH) student groups
illustrate how the federal reporting race/ethnicity groups may not be inclusive of all students.
The American Indian/Alaska Native+ count of students is inclusive of all racially-identified American
Indian/Alaska Native students. This specifically includes American Indian/Alaska Native, American Indian/Alaska Native
and Hispanic/Latino, and American Indian/Alaska Native-Multiracial students. Under the federal reporting guidelines the
American Indian/Alaska Native student group makes up 1.1 percent of Oregon’s total student enrollment. The expanded
American Indian/Alaska Native+ student group makes up 8.2 percent of Oregon’s student enrollment.
AI/AN
AI/AN and
Hispanic/Latino
AI/AN-Multiracial
AI/AN+
AI/AN Proportion of total
Student Enrollment
AI/AN+ Proportion of total
Student Enrollment
6,357
27,410
11,601
45,368
1.1%
8.2%
Similar patterns can be found for the African American/Black and the Pacific Islander/Native Hawaiian student groups.
Where under the federal reporting guidelines the student groups make up a small proportion of the total student
compared to the expanded student groups.
AA/B
AA/B and
Hispanic/Latino
AA/B -Multiracial
AA/B +
AA/B Proportion of total
Student Enrollment
AA/B+ Proportion of the total
Student Enrollment
12,731
4,872
13,052
30,655
2.3%
5.4%
Source: Fall Membership
[1]
Persons of Color does not fully capture the diverse cultures and identities of all who are referred to by this terminology. When
discussing student groups in this section, Persons of Color refers to all students other than those whose only reported race is White.
PI/NH
PI/NH and
Hispanic/Latino
PI/NH -Multiracial
PI/NH +
PI/NH Proportion of total
Student Enrollment
PI/NH+ Proportion of the total
Student Enrollment
4,454
2,414
5,300
12,168
0.8%
2.2%
“ODE is committed to ensuring that Oregon’s schools
are safe and inclusive for all students and staff, and
that means conclusively and repeatedly saying, ‘Yes,
we affirm the dignity and humanity of Black people.’
That’s what Black Lives Matter means, as a statement
of love and justice. And love and justice are the side of
history we all need to be on.”
– Colt Gill on the Oregon State Board passing the Black
Lives Matter resolution.
Oregon Statewide Report Card 2021-22 18 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Mariana Praschnik-Enriquez, Mariana.Praschnik@ode.oregon.gov
Student Success
During the 2019 legislative session Oregonians affirmed their commitment to Oregon’s children, families, communities,
educators, schools, and our collective future by passing House Bill 3427 - the Student Success Act
(SSA). Through the
SSA’s Statewide Education Initiatives Account, ODE is investing in the implementation and expansion of new or existing
programs that serve American Indian/Alaska Native, Black/African American, Latino/a/x, and Mesoamerican students.
These initiatives aim to empower and invite empathy and community-based actions that honor the diversity, strength,
brilliance, and resilience of Oregon’s youth.
American Indian/Alaska Native Education
Government-to-Government relationships at the tribal, state, and federal levels are essential to sustaining improved
educational policies and practices for American Indian/Alaska Native students. In 1996, Oregon formally established
State Government-to-Government Relations with the nine federally recognized tribes in Oregon. And for more than 20
years, Oregon has been dedicated to facilitating statewide implementation of the American Indian/Alaska Native
Education State Plan. In 2017, the Oregon Legislature enacted Tribal History/Shared History (
Senate Bill 13); a law that
directs ODE to create K-12 Native American Curriculum for inclusion in Oregon public schools and provide professional
development to educators on the
Essential Understanding of Native Americans in Oregon.
In 2019, the newly revised five-year American Indian/Alaska Native Student Success Plan
was codified into law under the
SSA. The American Indian/Alaska Native Student Success Plan reaffirms actionable strategies for working with
communities across the state toward the fulfillment of shared goals aligned with specific priorities designed to meet the
needs of American Indian/Alaska Native students in the state of Oregon. The SSA provides an additional $3.2 million for
grant funding based on this plan. See also the recently released
Tribal Consultation Toolkit Guide 1.0 for guidance on
tribal consultation requirements under the Every Student Succeeds Act (ESSA).
African American/Black Student Success
In 2015, the Oregon Legislature enacted House Bill 2016, which directs ODE to develop and implement a statewide
education plan for African American/Black students in early childhood through postsecondary education programs.
Established in 2017, the
African American/Black Student Success Plan seeks to address and mend the historic and
persistent educational debts that African American/Black students have endured. Similarly to the American
Indian/Alaska Native plan, the African American/Black Student Success Plan is developed and implemented in
partnership and relationship with culturally competent, expert community based organizations, school districts, ESDs,
early learning providers, and institutions of higher education. Furthermore, the plan builds on existing student supports
and wraparound services. The SSA provides an additional $3.8 million for grant funding based on this plan.
Latino/a/x Student Success
The Latino/a/x Student Success Plan, initiated under the SSA, focuses on enhancing investments in, and partnerships
with, community based organizations, school districts, early learning providers, and higher education. The plan’s
successful and sustainable implementation is a vital component in addressing the historic and ongoing systemic
inequities experienced by Oregon’s Latino/a/x and Mesoamerican Indigenous students. During the 2020-21 school year,
ODE will provide funding for ODE’s first cohort of Latino/a/x Student Success Grant recipients.
LGBTQ2SIA+ Student Success
The SSA also brought forth community members to develop a statewide education plan for lesbian, gay, bisexual, non-
binary, transgender, gender queer, two-spirit, intersex, asexual (+) (LBGTQ2SIA+) students. The
LGBTQ2SIA+ Student
Success Plan provides strategies and goals to create educational and social-emotional support for Oregon’s K-12
LGBTQ2SIA+ students, while also recognizing how race and ethnicity intersect for many of Oregon’s LGBTQ2SIA+
students. It addresses the need for professional learning among Oregon educators, equitable access to appropriate
educational curriculum, facilities and activities, and necessary data collection through an annual climate survey and
student advisory group to inform future decision making regarding this student population.
Oregon Statewide Report Card 2021-22 19 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Evan Fuller, Evan.Fuller@ode.oregon.gov
SCHOOL FUNDING
The majority of spending in Oregon school districts is allocated to classroom expenses. About 95 percent of spending is
concentrated in school buildings and services to students with five percent spent on central support services, such as
district office administration and support services.
Operating Expenditures per Student
Where Dollars Were Spent
2018-19
Percent
2019-20
Percent
2020-21
Percent
Direct Classroom
$7,311
56%
$7,604
57%
$8,382
57%
Classroom Support
$2,713
21%
$2,789
21%
$2,996
21%
Building Support
$2,404
18%
$2,413
18%
$2,532
17%
Central Support
$583
4%
$628
5%
$703
5%
TOTAL*
$13,011
100%
$13,433
100%
$14,613
100%
*Figures may not sum to TOTAL, due to rounding.
Note: Per student calculation excludes students in state-run programs because spending on those students is not included.
Source: School District and Education Service District (ESD) Audits
School Resources
Since the passage of Measure 5 in 1990, school resources per student have not kep pace with education cost increases
until the 2017-19 biennium, when Oregon’s legislature appropriated substantially more funds as revenue increased with
economic growth. With the added revenue from Oregon’s new Corporate Activities Tax, passed by the 2019 Legislature,
inflation-adjusted per student funding is expected to continue to increase.
• Staff salaries increased at about the rate of inflation during the 1990s, but health care benefits and pension
costs have greatly increased.
• Changing student demographics and declining student enrollment in a majority of school districts have also
driven costs up.
• Growth rates for Special Education students and English Learner students have been far more rapid than the
growth rate for all students, and these students are more expensive to educate than students without special
needs.
• The average age of Oregon’s school buildings is more than 40 years, making them more costly to maintain than
newer buildings. The cost of operating and maintaining school facilities comes from general fund dollars and
reduces the amount available to spend on instruction.
The 2022
1
Final Report from Oregon’s Quality Education Commission (QEC) states, “The Commission estimates that the
total state funding necessary to enact the Fully-Implemented Quality Education Model Recommendation in the 2023-25
biennium will be $13.228 billion, which, after adjustment for projected Student Success Act grant to district funds, would
require a State School Fund Appropriation of $11.889 billion, $2.517 billion dollars greater than the amount required to
maintain the current service level.” This increase is partially due to heightened inflation and partially due to the
Commission revising its recommendations. Some of these updated assumptions reflect changes in the professional
judgment of the commission from the prior biennia, such as additional staffing allocations for librarians, school nurses,
and counselors, and funding for summer school expansion, while others are adjustments to better reflect current costs
for services and resources, including substitute teachers, computers, and unreimbursed supplies.
1
Final Reports from the Quality Education Commission are issued every two years.
Oregon Statewide Report Card 2021-22 20 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Michael Wiltfong, Michael.Wiltfong@ode.oregon.gov
Student Enrollment
Student enrollment is counted in several ways because it is used for a variety of purposes related to school funding:
Average Daily Membership – Resident (ADMr): This is the annual average of daily student enrollment for students
residing within the district. Some resident students may attend school in another district. Kindergarten students are
counted as full-time students when they attend a full day.
Average Daily Membership – Weighted (ADMw): This count is the basis for K-12 school funding in Oregon. Resident
average daily membership is weighted to compensate for special student needs and uncontrollable cost factors,
including Special Education students, English Language Learners, students in poverty, teen parents, neglected and
delinquent youth and small school correction factors.
October 1 Student Membership (Enrollment): Used for federal reporting purposes, this is the headcount of students
enrolled on October 1 of every year.
Average Daily Attendance (ADA): This is the annual average of daily student attendance for students residing within the
district. It is collected by the federal government and is used as the basis for funding in some states, but not in Oregon.
Average Daily Membership, Fall Membership and Average Daily Attendance fell sharply in 2020-21 and remained lower
than normal in 2021-22 in response to the Coronavirus pandemic. Weighted Average Daily Membership remained
relatively unchanged.
Measures of Student Enrollment 2017-18 2018-19 2019-20
2020-21
(Revised)
2021-22
(Preliminary)
Average Daily Membership – ADMr
572,856
573,825
573,222
552,074
546,120
Weighted Average Daily
Membership – ADMw
706,296 703,747 704,285 703,269 705,379
Fall Membership (Enrollment on
October 1)**
580,690 581,730 582,662 560,917 577,745
Average Daily Attendance (ADA)*
531,850
532,671
522,041
457,404
454,115
* ADA includes students who are counted based on instructional hours. ADA for those students is estimated by multiplying the ADM of those students by the ratio of
ADA to ADM for "regular" students (Type 1 records in the ADM collection). Kindergarteners are counted as 0.5 in ADM and ADA through 2014-15, then as 1.0.
**Fall Membership reported here includes some PK students.
Oregon Statewide Report Card 2021-22 21 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Evan Fuller, Evan.Fuller@ode.oregon.gov
History of School Funding Responsibility in Oregon
Historically, the largest source of revenue for public schools in Oregon has been local property taxes. Measure 5, which
passed in 1990, changed that dramatically by lowering the amount of property taxes schools could raise. By 1995-96,
with local property taxes for education limited to $5 per $1,000 of assessed valuation, the full impact of Measure 5 was
felt. In 1997, Measure 50 further limited local property taxes for schools. Measure 5 required the state legislature to
offset lost property tax revenue with money from the state general fund, which is composed primarily of state income
taxes. As a result, Oregon schools are increasingly supported by state, not local, dollars.
In 2019, Oregon’s legislature passed the Student Success Act (House Bill 3427), which provided substantially more
revenue for education from the Corporate Activities Tax on Oregon corporations. Revenue from that tax was initially
projected to provide about $800 million in added funding for K-12 school districts and ESDs in the 2019-21 biennium and
nearly $1.5 billion in the 2021-23 biennium, but reduced economic activity from the coronavirus pandemic has
diminished the added revenue from the new Corporate Activities Tax and the Personal Income Tax. Given the length of
the pandemic, it is uncertain when revenue growth will resume.
Oregon uses a formula to provide financial equity among school districts. Each school district receives (in combined state
and local funds) an allocation per student, plus an additional amount for each student enrolled in more costly programs
such as Special Education or English as a Second Language. The purpose of the formula weights is to provide sufficient
added funding to districts with students with greater needs to allow districts to close the opportunity gaps between
groups of students with different needs. While the opportunity gaps for historically underserved student groups have
diminished in recent years, they still remain substantial. This suggests the current weights in Oregon’s funding formula
should be reviewed to determine if they actually provide sufficient added revenue to close these opportunity gaps.
Biennial Formula Revenue
(In Billions of Dollars, not adjusted for inflation)
2013-15
2015-17
2017-19
2019-21*
2021-23**
Local
$3.38
$3.67
$4.03
$4.27
$4.68
State
$6.65
$7.38
$8.20
$9.30
$9.17
Total
$10.03
$11.05
$12.23
$13.57
$13.85
Source: State School Fund Distribution Formula.
Includes School Districts and Education Service Districts. Note: Totals may not equal the sum of State and Local amounts due to rounding.
*Revised
** Projected
The table above includes only funds distributed through the state’s equalization formula. Districts also receive federal,
state and local funds that are not distributed through the formula. Total Operating Revenues, which include those
dollars, are shown in the charts on the following page.
For more information on Oregon school funding, visit the Quality Education Commission page.
Oregon Statewide Report Card 2021-22 22 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Evan Fuller, Evan.Fuller@ode.oregon.gov
Operating Revenues by Source (Historical)
In the decade following the passage of Ballot Measure 5 in 1990, there was a dramatic shift in sources of public school
funds. As a result, Oregon schools are now supported primarily by State, not local, dollars. With the added state revenue
from the new Corporate Activities Tax starting in 2019-20, the state share is expected to grow to 59 percent and the
local share to decline to 32 percent when the tax is fully phased in. The limits on assessed value growth for local
property taxes imposed by Measure 50 in 1997 means that the state’s share of revenue will continue to grow even
further over time. Note that Intermediate refers to revenues from other levels of government, such as counties and
cities.
Audited Operating Revenues for Public Elementary and Secondary Schools and ESDs by Source of Funds
(Dollars in Millions, not adjusted for inflation)
56.4%
57.4%
56.8%
57.9%
58.5%
34.0%
33.2%
34.1%
33.3%
30.6%
7.7%
7.5%
7.3%
7.0%
9.1%
1.9%
1.9%
1.9%
1.8%
1.8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2016-17 2017-18 2018-19 2019-20 2020-21
Intermediate
Federal
Local
State
$3,985.6
$4,402.4
$4,501.2
$4,791.8
$5,229.0
$2,399.9
$2,548.8
$2,702.4
$2,750.9
$2,735.1
$545.8
$573.2
$575.5
$577.47
$814.50
$135.7
$142.5
$150.2
$152.7
$158.5
$0
$1,000
$2,000
$3,000
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
2016-17 2017-18 2018-19 2019-20 2020-21
Intermediate
Federal
Local
State
Oregon Statewide Report Card 2021-22 23 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Liz Ross, Liz.Ross@ode.oregon.gov
ELEMENTARY AND SECONDARY EDUCATION ACT
Federal Programs
Through the Elementary and Secondary Education Act (ESEA), the Oregon Department of Education receives and
distributes federal education funds to eligible school districts throughout Oregon. These supplemental funds support
district efforts in meeting federal and state requirements and in implementing programs that improve the ability of all
students to receive a well-rounded education and meet challenging academic standards. The Oregon Department of
Education continues its commitment to develop processes that ensure that federal ESEA funds contribute to these
opportunities.
Oregon students are served through the following programs provided through the Elementary and Secondary Education
Act:
Title I-A Improving the Academic Achievement of the Disadvantaged
Title I-C Education of Migrant Children
Title I-D Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk
Title II-A Supporting Effective Instruction
Title III Language Instruction for English Learners and Immigrant Students
Title IV-A Student Support and Academic Enrichment Grants
Title IV-B 21
st
Century Community Learning Centers
Title V-B Rural Education Initiative
Title VI Indian, Native Hawaiian, and Alaska Native Education
Title IX-A Mckinney-Vento and the Education of Homeless Children and Youths
In addition to the management of federal funds, the Federal Systems team as well as the Multilingual and Migrant
Education teams within the Office of Teaching Learning and Assessment provide ongoing guidance, technical assistance,
promising practices and monitoring to ensure school districts have systems in place in order for all students to receive
these opportunities for academic success.
The Every Student Succeeds Act (ESSA) enacted in 2015, ensures that the work of ESEA is grounded in equity so that all
students have access to and achieve success through public education. ESSA protects student civil rights to an education,
and upholds critical protections for students who are historically underserved. Title programs create additional
opportunities for family and community engagement, before and after school programming, preschool, academic
intervention, and social emotional learning. The law allows for additional flexibility in supporting students. Each state
creates a comprehensive plan to close achievement gaps, increase equity, and improve outcomes for students.
Oregon’s ESSA State Plan was approved by the U.S. Department of Education. More information is available on ODE’s
ESSA website.
Oregon Statewide Report Card 2021-22 24 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Lisa Bateman, Lisa.Bateman@ode.oregon.gov
Oregon Discipline Incidents Data
The Oregon discipline incidents data set includes all discipline incidents that resulted in a removal (in-school suspension,
out-of-school suspension or expulsion). Through collecting and examining student discipline data, we can identify and
act on trends that require shifts in practice to assure high quality educational experiences for all students. The Oregon
Department of Education is committed to improving practices statewide in ways that foster equitable outcomes for each
and every student in Oregon.
Discipline Incidents by Grade Level
Percent of students with one or more suspensions or expulsions in the 2021-22 school year by enrolled grade.
.
Source: 2021-22 Spring Membership Approximation, Discipline Incidents Collection
Please note, the number of in-person school days in the 2019-20 and 2020-21 school years were reduced in some
locations due to COVID-19. Please use caution when comparing data across school years.
Percent of Enrolled Students with One or More Discipline Incidents
Source: 2021-22 Spring Membership Approximation, Discipline Incidents Collection
The number of in-person school days was reduced in some locations during the 2019-20 and 2020-21 school years due
to COVID-19. This explains the reduction in the rate of discipline incidents during those years. Please use caution when
comparing data across school years.
1.5%
1.6%
1.5%
2.0%
2.4%
3.6%
9.7%
11.4%
12.0%
9.8%
7.8%
5.7%
3.3%
0%
2%
4%
6%
8%
10%
12%
KG 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
Grade Level
5.8%
6.5%
4.9%
0.5%
5.7%
0%
1%
2%
3%
4%
5%
6%
7%
2017-18 2018-19 2019-20 2020-21 2021-22
Oregon Statewide Report Card 2021-22 25 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Lisa Bateman, Lisa.Bateman@ode.oregon.gov
Discipline Incidents by Student Group – Suspensions and Expulsions
Student Group
Percent of Students enrolled on May
1, 2022 with One or More Discipline
Incidents in the 2021-22 School Year
Total
5.7%
Gender
Male
7.7%
Female
3.6%
Non-Binary
6.8%
Race/Ethnicity
Asian
1.6%
Black/African American
11.0%
Hispanic/Latino
6.6%
American Indian/Alaska Native
9.6%
Multi-Racial
6.2%
Native Hawaiian/Pacific Islander
8.3%
White
5.2%
Other Groups
Economically Disadvantaged
1
6.0%
Not Economically Disadvantaged
5.0%
TAG
2.3%
Not TAG
5.9%
English Learners
6.2%
Not English Learners
5.7%
Special Education
2
9.6%
Not Special Education
5.1%
Source: 2021-22 Spring Membership, Discipline Incidents Collection.
Discipline Data includes only discipline incidents resulting in a removal (in-school suspension, out-of-school suspension or expulsion).
1
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
2
Special Education is the count of students who were receiving services at the time of their discipline incident compared to the number of students receiving Special
Education services at any point during the school year up to May 1.
Note: Multi-Racial does not include students reported as Hispanic Ethnicity. See the Federal Race and Ethnicity Reporting Assistance Manual
for more information
about race and ethnicity reporting requirements.
For more data regarding discipline incidents, please see the Discipline, Restraint and Seclusion Collections
page.
Oregon Statewide Report Card 2021-22 26 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Lisa Bateman, Lisa.Batema[email protected].gov
The Every Student Succeeds Act (ESSA) – Unsafe School Choice Option (USCO)
The Unsafe School Choice Option (USCO) is required by the Every Student Succeeds Act (ESSA) to ensure students
attending a persistently dangerous school have the option to enroll in another school. Under this option, a school can be
deemed unsafe as a whole or for an individual student who is a victim of a violent criminal offense. Should either of
these occur, parents may exercise their right to move their student to a different school within the same local education
agency.
Oregon’s Goal for USCO
It is imperative that every student within Oregon learns in a welcoming, safe and inclusive educational environment.
USCO is one means by which the Oregon Department of Education (ODE) works to assure this reality for all of Oregon’s
students. Oregon unapologetically believes Every Student Belongs
. However, ODE is not interested in assigning labels
like ‘unsafe’ to schools as a means of promoting shame, blame or judgment. Rather, it is our desire to name existing
inequities in order to support local education agencies in meeting the needs of all learners.
In Oregon, a public elementary or secondary school is considered “persistently dangerous” if the school exceeds a
certain threshold of expulsions for specific reasons
(see expulsion types below) for three consecutive
years. The table to the right describes this threshold,
which varies depending on school size.
Expulsions fall within the following two categories:
1. Expulsions for firearms or dangerous weapons.
2. Expulsions for students arrested for violent
criminal offenses on school grounds, on school-
sponsored transportation, and/or during school-sponsored activities.
Between 2009-10 and 2021-22, Oregon did not identify any schools meeting the criteria for monitoring. Oregon also
did not identify any schools as “persistently dangerous” for exceeding the threshold for three or more consecutive years.
Criteria for Watch Status
Number of Expulsions for
Weapons and/or Arrests
for Violent Criminal
Behavior
Schools with FEWER than 300
Students
9 or more within a school
year
Schools with 300 or MORE
Students
3 for every 100 students per
school year
Source: Oregon Department of Education
Oregon Statewide Report Card 2021-22 27 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Tim Boyd, Ti[email protected]on.gov
ACCOUNTABILITY AND SUPPORT UNDER THE EVERY STUDENT SUCCEEDS ACT
Under Title IA of the Every Student Succeeds Act (ESSA), federal education law requires states to develop an
accountability model that meaningfully differentiates schools for structured supports to target improvement. Given that
all school districts and schools have areas for growth, Oregon’s accountability model strategically uses multiple data
points to appropriately target the right schools for support. With a key commitment to advancing equity, the
accountability model intentionally provides the highest support to schools whose students of color, students learning
English, students with disabilities and students experiencing poverty are not yet experiencing high levels of success.
Under Oregon’s accountability and support model, school improvement takes an approach that aims to support schools
in the context of a larger district system. In partnership with Oregon Department of Education, school districts lead,
support, and monitor the improvement efforts in eligible schools. While still committed to improvement at the school
level, our approach to improvement engages districts as primary partners in the assessment of needs, crafting of
improvement plans, and strategic implementation of evidence based practices that will enhance learning for students
and result in equitable student outcomes.
Oregon is committed to providing well-rounded and equitable educational experiences for all students, and will
continue to leverage local measures to inform adjustments to improvement strategies and needed supports. These
efforts are bolstered by emphasizing the need for school districts to engage more broadly with educators, students,
families and community members during the planning and implementation phases. Including more voices and
perspectives in developing improvement strategies and plans fosters partnership and shared accountability for
improving learning opportunities for Oregon’s most underserved students.
As we study the best levers for system change and impact, the continuous improvement process
provides a powerful
mechanism for promoting shifts in educator behaviors that will lead to improved learning for students. The continuous
improvement process and plans will serve as the primary mechanism for accountability and differentiated support.
While engaging in continuous improvement work, districts and schools are charged with the quarterly examination of
local data and local context as a way to examine progress (leading indicators of growth) on the way to achieving long-
term (lagging) outcomes as summarized on annual state report cards.
ODE resumed federal school improvement requirements following the 2021-22 school year, which requires states to
“exit” and identify Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI)
schools. The Department requested progress updates from CSI and TSI schools identified in 2018 and 2019. These
updates provide the local context and information vital to understanding the impact of improvement efforts and were
reviewed alongside the refreshed accountability data. Approximately 60% of the previously identified schools
demonstrated sufficient progress to exit CSI or TSI status. Schools that did not make sufficient progress towards exiting
status will work in partnership with the department and with Education Service Districts (ESDs) to revise plans and
strategies, recommitting to community engagement and needs assessment processes to support focal students. Newly
identified schools will also embark on community engagement and needs assessment processes under the
Aligning for
Student Success – Integrated Guidance.
Oregon Statewide Report Card 2021-22 28 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
ESSA Accountability System
The Oregon Department of Education (ODE) received authority from the U.S. Department of Education to suspend 2019-
20 and 2020-21 accountability determinations in response to COVID-19. Schools previously identified for Comprehensive
or Targeted supports continued to receive support through the 2021-22 school year.
Identification of schools for Comprehensive or Targeted support through ODE’s ESSA accountability system resumed in
the fall 2022. In order to restart the ESSA accountability system, ODE made updates through the U.S. Department of
Education’s Accountability Addendum. Adjustments to Oregon’s ESSA Consolidated State Plan
and the accountability
system included shifting out long term goals for each indicator by two years, adjusting the number of years used for
each indicator, and temporarily replacing the English Language Arts and Math academic growth indicators with an
alternate measure.
The English Language Arts and Math academic growth indicators typically used in Oregon’s accountability system was
significantly impacted by the COVID-19 pandemic and could not be calculated in 2021-22. Through the Accountability
Addendum, ODE temporarily replaced those indicators with the English Language Arts and Math Average Gap Score
change indicators.
The measures, or accountability indicators, used in the ESSA accountability system are:
English Language Arts Academic Achievement
The percentage of students who meet the standard on the state English language arts assessment.
Mathematics Academic Achievement
The percentage of students who meet the standard on the state mathematics assessment.
English Language Arts Average Gap Score Change
The change in average English Language Arts scores at the school from the 2018-19 to the 2021-22 school year.
Mathematics Average Gap Score Change
The change in average English Language Arts scores at the school from the 2018-19 to the 2021-22 school year.
Regular Attenders
The percentage of students who attended more than 90% of their enrolled days.
9
th
Grade On-Track to Graduate
The percentage of students who earned at least one fourth of graduation credits during their 9
th
grade year.
Four-Year Graduation
The percentage of students who earned a regular or modified diploma within four years of entering 9
th
grade.
Five-Year Completers
The percentage of students who earned a regular or modified diploma, GED, extended diploma, or adult high school
diploma within five years of entering 9
th
grade.
On-Track to English Language Proficiency
The percentage of students who are meeting progress expectations on the state English Language Proficiency
Assessment.
Under ESSA, school-level outcomes are calculated for the following student groups only if the minimum n-size of 20 is
met when using a multi-year average of school accountability data:
• All Students
• Students with Disabilities
Oregon Statewide Report Card 2021-22 29 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
• English Learners
• Economically Disadvantaged (students eligible for Free/Reduced Price Lunch)
• Race/Ethnicity
If the American Indian/Alaska Native, Black/African American, Hispanic/Latino, and Native Hawaiian/Pacific Islander
student groups are not rated on at least five of the indicators, the Underserved Race/Ethnicity is added as a student
group for the purposes of calculating school-level outcomes. As defined in Oregon’s Consolidated State Plan, the
Underserved Race/Ethnicity student group consists of American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander students.
For the student groups defined above, each of the accountability indicators are rated on a scale of one to five, with five
being the highest. Level 1 indicates that a school or student group is in the lowest 10 percent of schools in the state, and
a Level 5 indicates that the school or student group has met the state’s long-term goal for the indicator.
In 2017-18 schools with sufficient data to be rated on at least five indicators were identified for Comprehensive supports
if the overall graduation rate for the All Students group was below 67 percent, or if the school was Title I and at least 50
percent of the rated indicators for the All Students group were Level 1. Schools were identified for Targeted supports if
at least 50 percent of the rated indicators for any of the student groups were Level 1.
In 2018-19, no additional schools were identified for Comprehensive supports. Additional schools were identified for
Targeted supports.
In 2021-22, schools previously identified for Comprehensive and Targeted supports in 2017-18 or 2018-19 were eligible
to exit that status. Previously identified schools that did not meet the exit criteria had their support status held over.
Additional schools were identified for Comprehensive and Targeted supports. For more information about the exit
review process see Accountability and Support under the Every Student Succeeds Act
.
Current Level of ESSA Support and Number of Schools Exited or Identified
Level of Support
2021-22
Title I Status
2017-18
Identification
2018-19
Identification
2021-22
Identification
Comprehensive
Title I
48
48
22
Comprehensive
Not Title I
40
40
31
Targeted
Title I
57
76
77
Targeted
Not Title I
44
48
53
None
Title I
458
437
462
None
Not Title I
631
625
629
Source: Accountability Details Media File. Changes to Title I Status, new schools, or school closures may impact the total number of schools reported year to year.
Data on specific schools can be found on the School and District Profiles web page.
Measures of Interim Progress
Each indicator included in the ESSA accountability system has a long-term goal established through Oregon’s ESSA
Consolidated State Plan. Oregon’s ESSA state plan originally set 2024-25 as the target year for each indicator to reach its
long-term goal. However, due to the impact of COVID-19 and the resulting disruption on school performance, ODE elected
to amend the timeline to meet the long-term goals to 2026-27 through the U.S. Department of Education’s
Accountability
Addendum.
In order to monitor the state’s progress towards meeting the long-term goals for each indicator Measures of Interim
Progress (MIP) were set. MIPs are annual targets for school accountability indicators as required by ESSA
. Assessment
participation does not have a MIP, however, it does have an annual goal of 94.5 percent for all student groups. The below
tables include the state-level data for each indicator included in 2021-22 ESSA accountability system by grade group.
Oregon Statewide Report Card 2021-22 30 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
English Language Arts Academic Achievement Details
for Elementary (Grades 3-5)
Long Term Goal
1
: 80%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
50.8%
43.5%
47.2%
Economically Disadvantaged
2
38.4%
43.4%
40.9%
English Learners
26.2%
18.5%
22.4%
Students with Disabilities
24.4%
21.8%
23.1%
American Indian/Alaska Native
33.4%
23.7%
28.6%
Black/African American
30.0%
24.6%
27.3%
Hispanic/Latino
32.6%
25.2%
28.9%
Native Hawaiian/Pacific Islander
29.7%
24.4%
27.1%
Underserved Race/Ethnicity
3
32.4%
25.1%
28.8%
Asian
68.5%
61.9%
65.2%
White
57.7%
50.9%
54.3%
Multi-racial
4
55.3%
48.4%
51.9%
Mathematics Academic Achievement Details
for Elementary (Grades 3-5)
Long Term Goal
1
: 80%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
43.2%
35.7%
39.5%
Economically Disadvantaged
2
30.9%
35.6%
33.3%
English Learners
23.0%
15.1%
19.1%
Students with Disabilities
20.8%
18.7%
19.8%
American Indian/Alaska Native
27.3%
16.7%
22.0%
Black/African American
19.7%
16.0%
17.9%
Hispanic/Latino
26.4%
18.4%
22.4%
Native Hawaiian/Pacific Islander
22.0%
14.5%
18.3%
Underserved Race/Ethnicity
3
25.8%
18.1%
22.0%
Asian
67.7%
59.6%
63.7%
White
49.3%
42.4%
45.9%
Multi-racial
4
46.7%
39.5%
43.1%
Notes:
1
The State long-term goal in 2026-27
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 31 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
English Language Arts Academic Achievement Details
for Middle (Grades 6-8)
Long Term Goal
1
: 80%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
54.1%
44.3%
49.2%
Economically Disadvantaged
2
41.2%
44.3%
42.8%
English Learners
27.9%
16.1%
22.0%
Students with Disabilities
18.4%
16.1%
17.3%
American Indian/Alaska Native
34.3%
27.6%
31.0%
Black/African American
31.4%
25.4%
28.4%
Hispanic/Latino
38.2%
27.9%
33.1%
Native Hawaiian/Pacific Islander
39.9%
25.9%
32.9%
Underserved Race/Ethnicity
3
37.5%
27.7%
32.6%
Asian
74.0%
66.7%
70.4%
White
60.1%
50.8%
55.5%
Multi-racial
4
57.9%
50.1%
54.0%
Mathematics Academic Achievement Details
for Middle (Grades 6-8)
Long Term Goal
1
: 80%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
39.4%
28.4%
33.9%
Economically Disadvantaged
2
25.9%
28.3%
27.1%
English Learners
17.0%
8.7%
12.9%
Students with Disabilities
12.3%
10.6%
11.5%
American Indian/Alaska Native
20.7%
13.7%
17.2%
Black/African American
16.6%
12.5%
14.6%
Hispanic/Latino
23.3%
14.0%
18.7%
Native Hawaiian/Pacific Islander
23.3%
11.2%
17.3%
Underserved Race/Ethnicity
3
22.7%
13.8%
18.3%
Asian
68.1%
57.7%
62.9%
White
45.0%
33.4%
39.2%
Multi-racial
4
42.7%
32.5%
37.6%
Notes:
1
The State long-term goal in 2026-27
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 32 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
English Language Arts Academic Achievement Details
for High (Grade 11)
Long Term Goal
1
: 80%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
67.9%
47.4%
57.7%
Economically Disadvantaged
2
57.2%
47.4%
52.3%
English Learners
21.6%
12.4%
17.0%
Students with Disabilities
27.4%
17.9%
22.7%
American Indian/Alaska Native
56.4%
35.8%
46.1%
Black/African American
44.5%
25.2%
34.9%
Hispanic/Latino
55.8%
34.2%
45.0%
Native Hawaiian/Pacific Islander
57.0%
30.3%
43.7%
Underserved Race/Ethnicity
3
55.0%
33.7%
44.4%
Asian
78.2%
61.3%
69.8%
White
72.7%
53.6%
63.2%
Multi-racial
4
71.3%
50.0%
60.7%
Mathematics Academic Achievement Details
for High (Grade 11)
Long Term Goal
1
: 80%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
33.3%
21%
27.2%
Economically Disadvantaged
2
21.8%
21%
21.4%
English Learners
7.8%
4.1%
6.0%
Students with Disabilities
9.2%
6.1%
7.7%
American Indian/Alaska Native
21.8%
13.7%
17.8%
Black/African American
13.4%
6.6%
10.0%
Hispanic/Latino
20.2%
10.2%
15.2%
Native Hawaiian/Pacific Islander
18.3%
5.3%
11.8%
Underserved Race/Ethnicity
3
19.7%
10.0%
14.9%
Asian
56.4%
42.5%
49.5%
White
37.6%
25.2%
31.4%
Multi-racial
4
37.1%
23.4%
30.3%
Notes:
1
The State long-term goal in 2026-27
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 33 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
English Language Arts Average Gap Score Change Details
for Elementary (Grades 3-5)
Long Term Goal
1
: NA
Student Group
School Year
2018-19
School Year
2021-22
Change in
Average
All Students
-3 -20 -17
Economically Disadvantaged
2
-31 -20 11
English Learners
-57 -81 -24
Students with Disabilities
-72 -81 -9
American Indian/Alaska Native
-44 -67 -23
Black/African American
-54 -67 -13
Hispanic/Latino
-43 -63 -20
Native Hawaiian/Pacific Islander
-46 -71 -25
Underserved Race/Ethnicity
3
-44 -64 -20
Asian
41 24 -17
White
11 -3 -14
Multi-racial
4
8 -8 -16
Mathematics Average Gap Score Change Details
for Elementary (Grades 3-5)
Long Term Goal
1
: NA
Student Group
School Year
2018-19
School Year
2021-22
Change in
Average
All Students
-19
-39
-20
Economically Disadvantaged
2
-45
-40
5
English Learners
-63
-93
-30
Students with Disabilities
-84
-96
-12
American Indian/Alaska Native
-53
-87
-34
Black/African American
-78
-93
-15
Hispanic/Latino
-55
-81
-26
Native Hawaiian/Pacific Islander
-65
-94
-29
Underserved Race/Ethnicity
3
-57
-83
-26
Asian
41
20
-21
White
-6
-23
-17
Multi-racial
4
-11
-30
-19
Notes:
1
Average Gap Score Change is a temporary indicator included only in the 2021-22 ESSA accountability system and does not have a long-term goal.
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 34 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
English Language Arts Average Gap Score Change Details
for Middle (Grades 6-8)
Long Term Goal
1
: NA
Student Group
School Year
2018-19
School Year
2021-22
Change in
Average
All Students
4
-19
-23
Economically Disadvantaged
2
-27
-19
8
English Learners
-58
-90
-32
Students with Disabilities
-90
-101
-11
American Indian/Alaska Native
-43
-62
-19
Black/African American
-55
-69
-14
Hispanic/Latino
-34
-59
-25
Native Hawaiian/Pacific Islander
-34
-64
-30
Underserved Race/Ethnicity
3
-36
-60
-24
Asian
54
39
-15
White
18
-3
-21
Multi-racial
4
13
-6
-19
Mathematics Average Gap Score Change Details
for Middle (Grades 6-8)
Long Term Goal
1
: NA
Student Group
School Year
2018-19
School Year
2021-22
Change in
Average
All Students
-37
-69
-32
Economically Disadvantaged
2
-74
-69
5
English Learners
-103
-143
-40
Students with Disabilities
-139
-152
-13
American Indian/Alaska Native
-93
-120
-27
Black/African American
-115
-135
-20
Hispanic/Latino
-82
-117
-35
Native Hawaiian/Pacific Islander
-84
-133
-49
Underserved Race/Ethnicity
3
-85
-119
-34
Asian
48
18
-30
White
-20
-51
-31
Multi-racial
4
-26
-55
-29
Notes:
1
Average Gap Score Change is a temporary indicator included only in the 2021-22 ESSA accountability system and does not have a long-term goal.
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 35 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
Regular Attenders Details
for Elementary (Grades K-5)
Long Term Goal
1
: 93%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
84.4%
67.7%
76.1%
Economically Disadvantaged
2
80.1%
67.6%
73.9%
English Learners
82.1%
60.3%
71.2%
Students with Disabilities
78.1%
60.6%
69.4%
American Indian/Alaska Native
74.1%
49.9%
62.0%
Black/African American
80.4%
61.4%
70.9%
Hispanic/Latino
81.6%
58.9%
70.3%
Native Hawaiian/Pacific Islander
72.4%
45.6%
59.0%
Underserved Race/Ethnicity
3
80.9%
58.4%
69.7%
Asian
93.1%
86.4%
89.8%
White
85.5%
70.9%
78.2%
Multi-racial
4
83.1%
68.6%
75.9%
Regular Attenders Details
for Middle (Grades 6-8)
Long Term Goal
1
: 93%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
80.8%
66.5%
73.7%
Economically Disadvantaged
2
75.5%
66.5%
71.0%
English Learners
76.2%
56.1%
66.2%
Students with Disabilities
72.2%
56.9%
64.6%
American Indian/Alaska Native
72.1%
52.8%
62.5%
Black/African American
76.0%
58.1%
67.1%
Hispanic/Latino
79.0%
60.3%
69.7%
Native Hawaiian/Pacific Islander
73.6%
50.3%
62.0%
Underserved Race/Ethnicity
3
78.3%
59.6%
69.0%
Asian
94.1%
89.2%
91.7%
White
81.2%
68.4%
74.8%
Multi-racial
4
79.5%
66.9%
73.2%
Notes:
1
The State long-term goal in 2026-27
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 36 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
Regular Attenders Details
for High (Grades 9-10)
Long Term Goal
1
: 93%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
76.6%
61.6%
69.1%
Economically Disadvantaged
2
68.4%
61.6%
65.0%
English Learners
66.3%
46.7%
56.5%
Students with Disabilities
66.1%
50.6%
58.4%
American Indian/Alaska Native
66.1%
46.6%
56.4%
Black/African American
69.0%
51.0%
60.0%
Hispanic/Latino
71.3%
53.1%
62.2%
Native Hawaiian/Pacific Islander
65.4%
43.8%
54.6%
Underserved Race/Ethnicity
3
70.7%
52.5%
61.6%
Asian
92.1%
85.9%
89.0%
White
78.3%
64.3%
71.3%
Multi-racial
4
75.2%
62.2%
68.7%
9
th
Grade On-Track Details
Long Term Goal
1
: 95%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
85.3%
82.8%
84.1%
Economically Disadvantaged
2
77.4%
83.0%
80.2%
English Learners
70.8%
68.5%
69.7%
Students with Disabilities
71.7%
72.3%
72.0%
American Indian/Alaska Native
74.4%
73.7%
74.1%
Black/African American
79.0%
76.6%
77.8%
Hispanic/Latino
80.4%
77.1%
78.8%
Native Hawaiian/Pacific Islander
79.3%
72.1%
75.7%
Underserved Race/Ethnicity
3
79.9%
76.8%
78.4%
Asian
97.0%
95.8%
96.4%
White
86.9%
84.9%
85.9%
Multi-racial
4
84.5%
82.9%
83.7%
Notes:
1
The State long-term goal in 2026-27
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 37 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
Four-Year Cohort Graduation Details
Long Term Goal
1
: 90%
Student Group
Cohort Year
2015-16
Cohort Year
2016-17
Cohort Year
2017-18
3-year
Average
All Students
80%
82.6%
80.6%
81.1%
Economically Disadvantaged
2
74.4%
77.6%
77%
76.3%
English Learners
60.2%
64.6%
64.4%
63.2%
Students with Disabilities
63.4%
68%
66.1%
65.8%
American Indian/Alaska Native
67.7%
67.2%
67%
67.3%
Black/African American
70.4%
76.3%
73.5%
73.3%
Hispanic/Latino
76.2%
79.5%
77%
77.6%
Native Hawaiian/Pacific Islander
77.6%
76.6%
69.8%
74.5%
Underserved Race/Ethnicity
3
75.2%
78.6%
76.1%
76.6%
Asian
92.3%
92.2%
91.9%
92.1%
White
81.3%
84%
82.1%
82.4%
Multi-racial
4
79.9%
81%
79.3%
80%
Five-Year Completers Details
Long Term Goal
1
: 97%
Student Group
Cohort Year
2014-15
Cohort Year
2015-16
Cohort Year
2016-17
3-year
Average
All Students
86.3%
87.2%
87.8%
87.1%
Economically Disadvantaged
2
82.1%
83.7%
83.8%
83.2%
English Learners
67.8%
70.5%
71.8%
70.1%
Students with Disabilities
72%
74.9%
76%
74.3%
American Indian/Alaska Native
76.5%
78.9%
77%
77.5%
Black/African American
77.7%
80.5%
81.6%
79.9%
Hispanic/Latino
82.6%
83.7%
84.5%
83.6%
Native Hawaiian/Pacific Islander
82.6%
83.7%
81%
82.4%
Underserved Race/Ethnicity
3
81.8%
83.1%
83.8%
82.9%
Asian
94%
95.7%
95.4%
95%
White
87.6%
88.4%
89.1%
88.3%
Multi-racial
4
86.8%
87.5%
86.8%
87%
Notes:
1
The State long-term goal in 2026-27
2
The number of students included in the Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student
eligibility for free or reduced-price meals. The expansion of criteria may have impacted the Four-Year Graduation 2018-18 cohort and the Five-Year Completers 2016-
17 cohort. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 38 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jon Wiens, Jon.Wiens@ode.oregon.gov
On-Track to English Language Proficiency Details
for Elementary (Grades K-5)
Long Term Goal
1
: 80%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
66%
53.2%
60%
On-Track to English Language Proficiency Details
for Middle (Grades 6-8)
Long Term Goal
1
: 80%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
38.8%
29.8%
34%
On-Track to English Language Proficiency Details
for High (Grades 9-12)
Long Term Goal
1
: 80%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
36.2%
25.4%
29.6%
Notes:
1
The State long-term goal in 2026-27.
Oregon Statewide Report Card 2021-22 39 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Cindy Barrick, Cindy.Barrick@ode.oregon.gov
English Language Arts Participation Details
for Elementary (Grades 3-5)
Annual Goal
1
: 94.5%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
96.2%
92.5%
94.4%
Economically Disadvantaged
2
96.7%
92.7%
94.7%
English Learners
98.5%
96.4%
97.5%
Students with Disabilities
90.2%
85.5%
87.9%
American Indian/Alaska Native
96.7%
89.7%
93.2%
Black/African American
95.1%
91.7%
93.4%
Hispanic/Latino
97.8%
95.2%
96.5%
Native Hawaiian/Pacific Islander
98.3%
94.7%
96.5%
Underserved Race/Ethnicity
3
97.5%
94.7%
96.1%
Asian
98.3%
96.3%
97.3%
White
95.6%
91.2%
93.4%
Multi-racial
4
95.8%
92.3%
94.1%
Mathematics Participation Details
for Elementary (Grades 3-5)
Annual Goal
1
: 94.5%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
96%
92%
94%
Economically Disadvantaged
2
96.4%
92.2%
94.3%
English Learners
98.3%
96.1%
97.2%
Students with Disabilities
89.7%
84.7%
87.2%
American Indian/Alaska Native
96.3%
89.1%
92.7%
Black/African American
94.6%
91%
92.8%
Hispanic/Latino
97.6%
94.7%
96.2%
Native Hawaiian/Pacific Islander
97.8%
94.2%
96%
Underserved Race/Ethnicity
3
97.3%
94.2%
95.8%
Asian
98.1%
96.2%
97.2%
White
95.3%
90.7%
93%
Multi-racial
4
95.6%
91.8%
93.7%
Notes:
1
Assessment participation has an annual goal of 94.5%
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 40 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Cindy Barrick, Cindy.Barrick@ode.oregon.gov
English Language Arts Participation Details
for Middle (Grades 6-8)
Annual Goal
1
: 94.5%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
95.1%
88.4%
91.8%
Economically Disadvantaged
2
95.4%
88.7%
92.1%
English Learners
98.1%
95%
96.6%
Students with Disabilities
90.5%
82.9%
86.7%
American Indian/Alaska Native
94.3%
86%
90.2%
Black/African American
94.2%
86.8%
90.5%
Hispanic/Latino
96.9%
92.3%
94.6%
Native Hawaiian/Pacific Islander
96.7%
91.1%
93.9%
Underserved Race/Ethnicity
3
96.6%
91.6%
94.1%
Asian
98.1%
94.6%
96.4%
White
94.3%
86.6%
90.5%
Multi-racial
4
94.6%
87.3%
91%
Mathematics Participation Details
for Middle (Grades 6-8)
Annual Goal
1
: 94.5%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
94.6%
87%
90.8%
Economically Disadvantaged
2
94.7%
87.2%
91%
English Learners
97.9%
94%
96%
Students with Disabilities
89.7%
81.2%
85.5%
American Indian/Alaska Native
93.8%
84.9%
89.4%
Black/African American
92.5%
85.1%
88.8%
Hispanic/Latino
96.6%
91%
93.8%
Native Hawaiian/Pacific Islander
96.5%
90.8%
93.7%
Underserved Race/Ethnicity
3
96.1%
90.3%
93.2%
Asian
97.7%
94.1%
95.9%
White
93.7%
85%
89.4%
Multi-racial
4
93.6%
86%
89.8%
Notes:
1
Assessment participation has an annual goal of 94.5%
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 41 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Cindy Barrick, Cindy.Barrick@ode.oregon.gov
English Language Arts Participation Details
for High (Grade 11)
Annual Goal
1
: 94.5%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
87.8%
59.9%
73.9%
Economically Disadvantaged
2
89.4%
60.2%
74.8%
English Learners
91.4%
69.5%
80.5%
Students with Disabilities
86.1%
55.7%
70.9%
American Indian/Alaska Native
88.6%
64.8%
76.7%
Black/African American
85.1%
47.5%
66.3%
Hispanic/Latino
92%
66.9%
79.5%
Native Hawaiian/Pacific Islander
92.4%
65.7%
79.1%
Underserved Race/Ethnicity
3
91.2%
65.3%
78.3%
Asian
81.1%
56.1%
68.6%
White
86.9%
58.1%
72.5%
Multi-racial
4
86.7%
54.5%
70.6%
Mathematics Participation Details
for High (Grade 11)
Annual Goal
1
: 94.5%
Student Group
School Year
2018-19
School Year
2021-22
2-year
Average
All Students
85%
55.8%
70.4%
Economically Disadvantaged
2
87%
56.1%
71.6%
English Learners
88.9%
62%
75.5%
Students with Disabilities
84.1%
51.5%
67.8%
American Indian/Alaska Native
86.7%
61.4%
74.1%
Black/African American
81.8%
43.6%
62.7%
Hispanic/Latino
89.6%
61.9%
75.8%
Native Hawaiian/Pacific Islander
90.3%
57.2%
73.8%
Underserved Race/Ethnicity
3
88.8%
60.4%
74.6%
Asian
77%
50.8%
63.9%
White
84%
54.4%
69.2%
Multi-racial
4
83%
51.3%
67.2%
Notes:
1
Assessment participation has an annual goal of 94.5%
2
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
3
The Underserved Race/Ethnicity student group consists of the following racial/ethnic groups: American Indian/Alaska Native, Black/African American,
Hispanic/Latino, and Native Hawaiian/Pacific Islander.
4
Multi-racial does not include students who reported Hispanic ethnicity – these students are all reported under Hispanic. See the Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Oregon Statewide Report Card 2021-22 42 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Cindy Barrick, Cindy.Barrick@ode.oregon.gov
STUDENT SUCCESS
Indicators of Achievement
The Statewide Report Card provides statewide results of academic achievement along with other indicators of student
success. Oregon measures student performance and progress in several ways: through statewide assessments at grades
3, 4, 5, 6, 7, 8 and 11; through national and international achievement tests such as the National Assessment of
Educational Progress (NAEP) and the Trends in International and Science Study (TIMSS). Graduation and dropout rates,
as well as school and district report cards, provide useful measures of student performance and progress.
Statewide Tests Measure Standards
Oregon tests students statewide in English language arts and mathematics in grades 3, 4, 5, 6, 7, 8 and 11 and in science
at grades 5, 8, and 11. Statewide tests are “criterion-referenced,” meaning student performance is evaluated against
predetermined standards. Levels 3 and 4 are considered proficient for purposes of state and federal accountability.
Scores Required to Meet Achievement Levels on Statewide Assessments (cut scores)
2021-22
English Language Arts
Level
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
High School
Level 2
2367
2416
2442
2457
2479
2487
2493
Level 3
2432
2473
2502
2531
2552
2567
2583
Level 4
2490
2533
2582
2618
2649
2668
2682
Mathematics
Level
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
High School
Level 2
2381
2411
2455
2473
2484
2504
2543
Level 3
2436
2485
2528
2552
2567
2586
2628
Level 4
2501
2549
2579
2610
2635
2653
2718
Science
Level
Grade 5
Grade 8
High School
Level 2
3131
3433
3735
Level 3
3162
3460
3755
Level 4
3198
3507
3788
Alternate Achievement Standards (Oregon Extended Assessment)
Extended English Language Arts
Level
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
High School
Level 2
192
200
202
205
208
213
899
Level 3
213
213
220
220
222
224
920
Level 4
228
228
232
233
236
236
927
Extended Mathematics
Level
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
High School
Level 2
192
193
193
204
207
208
901
Level 3
201
206
206
208
209
212
907
Level 4
218
219
220
222
223
226
922
Extended Science
Level
Grade 5
Grade 8
High School
Level 2
506
810
901
Level 3
517
820
914
Level 4
530
831
929
Data from Achievement/Performance Standards. Find information about Oregon academic standards online. Find test score data online.
Oregon Statewide Report Card 2021-22 43 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Cindy Barrick, Cindy.Barrick@ode.oregon.gov
Student Performance in 2021-22
Percent of Students at Level 3 or 4
Grade 3
Student Group
English Language Arts (ELA)
Mathematics
All Students
39%
39%
Economically Disadvantaged
1
39%
39%
English Learners
2
8%
11%
Students with Disabilities
20%
21%
American Indian/Alaska
Native
21% 23%
Asian
57%
62%
Black/African American
21%
18%
Hispanic/Latino
21%
22%
Multi-racial
44%
43%
Native Hawaiian/Pacific
Islander
20% 15%
White
47%
46%
Extended Assessment
3
30%
29%
Indian Education
24%
22%
Migrant Education
13%
17%
Homeless
15%
16%
Military-connected
45%
40%
Students in Foster Care
23%
19%
Grade 4
Student Group
English Language Arts (ELA)
Mathematics
All Students
43%
36%
Economically Disadvantaged
1
42%
36%
English Learners
2
6%
6%
Students with Disabilities
19%
17%
American Indian/Alaska
Native
22% 16%
Asian
62%
60%
Black/African American
25%
17%
Hispanic/Latino
24%
18%
Multi-racial
48%
41%
Native Hawaiian/Pacific
Islander
24% 16%
White
50%
43%
Extended Assessment
3
41%
29%
Indian Education
26%
19%
Migrant Education
14%
11%
Homeless
17%
12%
Military-connected
42%
32%
Students in Foster Care
17%
12%
1
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
2
English Learners is the term for students identified as having a language other than English. This group only includes students eligible for or
participating in an English Learner program in the current school year.
3
Extended assessments are alternatives to grade-level assessments for students with significant cognitive impairments. They are scored on an
alternate scale.
Oregon Statewide Report Card 2021-22 44 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Cindy Barrick, Cindy.Barrick@ode.oregon.gov
Grade 5
Student Group
English Language Arts
(ELA)
Mathematics Science
All Students
47%
30%
30%
Economically Disadvantaged
1
47%
30%
30%
English Learners
2
6%
< 5%
< 5%
Students with Disabilities
20%
12%
14%
American Indian/Alaska
Native
27% 11% 14%
Asian
65%
55%
46%
Black/African American
26%
12%
12%
Hispanic/Latino
29%
15%
14%
Multi-racial
51%
33%
34%
Native Hawaiian/Pacific
Islander
28% 12% 12%
White
54%
36%
37%
Extended Assessment
3
31%
32%
43%
Indian Education
32%
16%
17%
Migrant Education
21%
11%
7%
Homeless
24%
11%
13%
Military-connected
50%
27%
29%
Students in Foster Care
27%
11%
13%
Grade 6
Student Group
English Language Arts
(ELA)
Mathematics
All Students
41%
28%
Economically Disadvantaged
1
41%
27%
English Learners
2
< 5%
< 5%
Students with Disabilities
14%
9%
American Indian/Alaska
Native
24% 13%
Asian
63%
55%
Black/African American
22%
11%
Hispanic/Latino
25%
13%
Multi-racial
46%
31%
Native Hawaiian/Pacific
Islander
22% 10%
White
47%
33%
Extended Assessment
3
38%
39%
Indian Education
27%
11%
Migrant Education
19%
12%
Homeless
19%
9%
Military-connected
43%
29%
Students in Foster Care
20%
11%
1
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
2
English Learners is the term for students identified as having a language other than English. This group only includes students eligible for or
participating in an English Learner program in the current school year.
3
Extended assessments are alternatives to grade-level assessments for students with significant cognitive impairments. They are scored on an
alternate scale.
Oregon Statewide Report Card 2021-22 45 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Cindy Barrick, Cindy.Barrick@ode.oregon.gov
Grade 7
Student Group
English Language Arts (ELA)
Mathematics
All Students
46%
30%
Economically Disadvantaged
1
46%
30%
English Learners
2
5%
< 5%
Students with Disabilities
15%
8%
American Indian/Alaska Native
28%
16%
Asian
69%
60%
Black/African American
25%
12%
Hispanic/Latino
29%
14%
Multi-racial
52%
34%
Native Hawaiian/Pacific Islander
30%
14%
White
53%
35%
Extended Assessment
3
42%
48%
Indian Education
30%
13%
Migrant Education
19%
8%
Homeless
23%
11%
Military-connected
53%
31%
Students in Foster Care
19%
7%
Grade 8
Student Group
English Language Arts (ELA)
Mathematics
Science
All Students
44%
26%
27%
Economically Disadvantaged
1
44%
26%
27%
English Learners
2
< 5%
< 5%
< 5%
Students with Disabilities
12%
6%
9%
American Indian/Alaska Native
28%
11%
12%
Asian
67%
57%
48%
Black/African American
27%
12%
12%
Hispanic/Latino
28%
13%
13%
Multi-racial
51%
31%
32%
Native Hawaiian/Pacific Islander
25%
9%
10%
White
50%
30%
33%
Extended Assessment
3
39%
36%
47%
Indian Education
29%
13%
15%
Migrant Education
23%
10%
9%
Homeless
23%
7%
12%
Military-connected
49%
30%
32%
Students in Foster Care
21%
7%
9%
1
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
2
English Learners is the term for students identified as having a language other than English. This group only includes students eligible for or
participating in an English Learner program in the current school year.
3
Extended assessments are alternatives to grade-level assessments for students with significant cognitive impairments. They are scored on an
alternate scale.
Oregon Statewide Report Card 2021-22 46 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Cindy Barrick, Cindy.Barrick@ode.oregon.gov
High School
Student Group
English Language Arts (ELA)
Mathematics
Science
All Students
47%
20%
32%
Economically Disadvantaged
1
47%
20%
32%
English Learners
2
6%
< 5%
< 5%
Students with Disabilities
14%
< 5%
10%
American Indian/Alaska Native
35%
13%
21%
Asian
61%
42%
42%
Black/African American
25%
6%
17%
Hispanic/Latino
34%
10%
19%
Multi-racial
49%
22%
35%
Native Hawaiian/Pacific Islander
30%
5%
17%
White
53%
25%
37%
Extended Assessment
3
42%
32%
56%
Indian Education
35%
16%
23%
Migrant Education
32%
11%
15%
Homeless
31%
8%
20%
Military-connected
45%
16%
31%
Students in Foster Care
21%
< 5%
15%
1
The 2021-22 Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-
price meals. See Free and Reduced Price Lunch Eligibility
for details.
2
English Learners is the term for students identified as having a language other than English. This group only includes students eligible for or
participating in an English Learner program in the current school year.
3
Extended assessments are alternatives to grade-level assessments for students with significant cognitive impairments. They are scored on an
alternate scale.
Oregon Statewide Report Card 2021-22 47 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Beth LaDuca, Beth.[email protected]on.gov
NATIONAL COMPARISON OF STUDENT ACHIEVEMENT
The National Assessment of Educational Progress
The National Assessment of Educational Progress (NAEP), also known as "The Nation's Report Card," has conducted
national assessments since 1969 in many content areas, including social studies and the arts. Since 1990, NAEP has
produced reports on student achievement at the state as well as the national level in mathematics, reading, science and
writing. The
National Center for Education Statistics within the U.S. Department of Education is responsible for carrying
out NAEP. The independent, non-partisan National Assessment Governing Board oversees and sets policy for NAEP.
Differences between NAEP and Oregon State Assessments
Unlike Oregon state assessments, NAEP does not provide individual scores for students, schools, or districts in Oregon
for several reasons:
• NAEP is a survey assessment, so results are based on samples of students representative of the state or nation;
• Each student takes a small part of the overall assessment, so only when the scores are aggregated for groups of
students are the data considered valid and reliable estimates of what students know and can do in the content
area;
• Federal law requires that NAEP data remain confidential, so no personally identifiable information about
students is linked to the NAEP assessment data.
There are other important differences between NAEP and Oregon state assessments. NAEP produces state results only
for 4
th
and 8
th
graders, while Oregon state assessments report results for students in elementary, middle and high school
grade levels. The content tested in a NAEP assessment is determined by a national panel of experts convened by the
National Assessment Governing Board. Oregon state assessments test the knowledge and skills laid out in the content
standards adopted by the Oregon State Board of Education.
NAEP Assessment Schedule
This report includes results from the 2021-22 NAEP state mathematics and reading assessments, which are the most
recent NAEP state assessment results available. For 2022-23, NAEP plans to conduct national long-term trend
assessments of thirteen-year-old students in mathematics and reading as well as field test for the state mathematics and
reading assessments. NCES plans to release the results of the national long-term trend assessments of 13-year-olds
during the 2022-23 school year.
Oregon Statewide Report Card 2021-22 48 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Beth LaDuca, Beth.La[email protected].gov
National Assessment of Educational Progress: Reading, Grade 4, 2022
NAEP reports achievement levels and average scale scores. Average scale scores for reading are expressed on a
0-500 scale. NAEP has three achievement levels: NAEP Basic, NAEP Proficient and NAEP Advanced. The
National
Assessment Governing Board defines the NAEP achievement levels as follows:
• NAEP Basic: Partial mastery of prerequisite knowledge and skills that are fundamental for performance at the
NAEP Proficient level
• NAEP Proficient: Solid academic performance for each NAEP assessment. Students reaching this level have
demonstrated competency over challenging subject matter, including subject-matter knowledge, application of
such knowledge to real world situations, and analytical skills appropriate to the subject matter
• NAEP Advanced: Superior performance beyond NAEP Proficient
2022 NAEP Grade 4 Reading Results Achievement
Levels & Participation Rates
NAEP
Advanced %
NAEP
Proficient %
NAEP
Basic %
Below NAEP
Basic %
Participating
%
All Students
Oregon 7 21 28 44 98
United States 8 24 29 39* 98
Economically Disadvantaged
1
Oregon 7 21 28 44 ~
United States 3* 16* 28 52* ~
English Learners
Oregon # 4 11 85 96
United States 1 9* 23* 67* 95
Students with Disabilities
Oregon 3 7 14 75 88
United States 1 8 17 74 89
Female
Oregon 8 23 28 41 99
United States 9 25 30 36* 99
Male
Oregon 6 19 28 47 98
United States 8 23* 28 42* 97
American Indian/Alaska Native
(not of Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 3 15 25 57 98
Asian (not of Hispanic origin)
Oregon 13 27 29 32 ~
United States 24 34 25 18* ~
Black (not of Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 2 14 27 57 98
Hispanic origin
Oregon 2 11 22 65 97
United States 4 17* 28 51* 97
Native Hawaiian or other Pacific
Islander (not of Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 5 16 28 50 ~
Two or more races (not of
Hispanic origin)
Oregon 8 23 28 41 97
United States 9 27 31 33 98
White (not of Hispanic origin)
Oregon 8 25 30 37 99
United States 11* 30* 31 28* 99
Legend
1
The Economically Disadvantaged student group is not comparable across Oregon and the United States for the 2021-22 school year. Oregon categorized almost all
students as Economically Disadvantaged due to an expansion of the criteria for student eligibility for free or reduced price meals. See
Free and Reduced Price Lunch
Eligibility for details.
~ Not reported by U.S. Department of Education
# Rounds to zero
* Value is significantly different from OR
Oregon Statewide Report Card 2021-22 49 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Beth LaDuca, Beth.La[email protected].gov
National Assessment of Educational Progress: Reading, Grade 8, 2022
2022 NAEP Grade 8 Reading Results Achievement
Levels & Participation Rates
NAEP
Advanced %
NAEP
Proficient %
NAEP
Basic %
Below NAEP
Basic %
Participating
%
All Students
Oregon 2 26 39 33 99
United States 3* 26 39 32 98*
Economically Disadvantaged
1
Oregon 2 26 39 33 ~
United States 1 17* 39 42* ~
English Learners
Oregon # 2 12 85 95
United States # 5 26* 69* 93
Students with Disabilities
Oregon # 4 21 75 94
United States # 6 24 70 90*
Female
Oregon 3 28 39 31 99
United States 4 29 40 27 99*
Male
Oregon 2 24 40 35 99
United States 3* 23 38 36 98*
American Indian/Alaska Native (not of
Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 1 17 37 45 99
Asian (not of Hispanic origin)
Oregon 7 36 30 28 ~
United States 12 44 30 14 ~
Black (not of Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 1 14 37 48 98
Hispanic origin
Oregon 1 16 36 48 99
United States 1 19 40 40* 97*
Native Hawaiian or other Pacific
Islander (not of Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 2 22 39 36 ~
Two or more races (not of Hispanic
origin)
Oregon 2 23 43 32 98
United States 5 28 38 29 99
White (not of Hispanic origin)
Oregon 3 30 41 26 99
United States 4* 32 40 23 99*
Legend
1
The Economically Disadvantaged student group is not comparable across Oregon and the United States for the 2021-22 school year. Oregon categorized almost all
students as Economically Disadvantaged due to an expansion of the criteria for student eligibility for free or reduced price meals. See
Free and Reduced Price Lunch
Eligibility for details.
~ Not reported by U.S. Department of Education
# Rounds to zero
* Value is significantly different from OR
Oregon Statewide Report Card 2021-22 50 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Beth LaDuca, Beth.La[email protected].gov
National Assessment of Educational Progress: Reading
Reading Grade 4 Average Scale Scores 2015 - 2022: Oregon and the Nation
In 2015, Oregon's 4th graders scored statistically the same as the nation's 4th graders. In 2022, Oregon's 4th graders
scored 210, which was statistically lower than 4th graders in the nation's public schools (216).
Reading Grade 8 Average Scale Scores 2015 - 2022: Oregon and the Nation
In 2015, Oregon’s 8th graders scored statistically higher than the nation's 8th graders. In 2022, Oregon's 8th graders
scored 257, which was statistically the same as 8th graders in the nation's public schools (259).
221
221
219
U.S.
216
220
218
218
OR
210
160
180
200
220
240
260
2015 2016 2017 2018 2019 2020 2021 2022
Average Scale Score (0
-500)
Average scale score estimate U.S.
Average scale score estimate with
confidence interval OR
264
265
262
U.S.
259
268
266
264
OR
257
210
230
250
270
290
310
2015 2016 2017 2018 2019 2020 2021 2022
Average Scale Score (0
-500}
Average scale score estimate U.S.
Average scale score estimate
with confidence interval OR
Oregon Statewide Report Card 2021-22 51 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Beth LaDuca, Beth.La[email protected].gov
National Assessment of Educational Progress: Mathematics, Grade 4, 2022
NAEP reports achievement levels and average scale scores. Average scale scores for math are expressed on a
0-500 scale. NAEP has three achievement levels: NAEP Basic, NAEP Proficient and NAEP Advanced. The
National
Assessment Governing Board defines the NAEP achievement levels as follows:
• NAEP Basic: Partial mastery of prerequisite knowledge and skills that are fundamental for performance at the
NAEP Proficient level
• NAEP Proficient: Solid academic performance for each NAEP assessment. Students reaching this level have
demonstrated competency over challenging subject matter, including subject-matter knowledge, application of
such knowledge to real world situations, and analytical skills appropriate to the subject matter
• NAEP Advanced: Superior performance beyond NAEP Proficient
2022 NAEP Grade 4 Math Results Achievement
Levels & Participation Rates
NAEP
Advanced %
NAEP
Proficient %
NAEP
Basic %
Below NAEP
Basic %
Participating
%
All Students
Oregon 6 23 38 34 98
United States 7* 28* 39 26* 98
Economically Disadvantaged
1
Oregon 6 23 38 34 ~
United States 2* 18* 41* 38* ~
English Learners
Oregon # 2 25 73 94
United States 1 12 38* 48* 95
Students with Disabilities
Oregon 2 10 29 60 92
United States 2 11 29 57 90
Female
Oregon 4 21 39 36 99
United States 5 26* 41 28* 99
Male
Oregon 7 25 36 32 98
United States 9* 30* 37 24* 98
American Indian/Alaska Native (not of
Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 3 16 40 42 99
Asian (not of Hispanic origin)
Oregon 17 29 33 20 ~
United States 25 39 27 9* ~
Black (not of Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 1 13 39 46 98
Hispanic origin
Oregon 1 11 38 50 98
United States 2 19* 42 37* 97
Native Hawaiian or other Pacific
Islander (not of Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 2 16 42 40 ~
Two or more races (not of Hispanic
origin)
Oregon 4 21 42 33 99
United States 9 29* 39 23* 98
White (not of Hispanic origin)
Oregon 7 28 38 28 99
United States 10* 37* 38 15* 99
Legend
1
The Economically Disadvantaged student group is not comparable across Oregon and the United States for the 2021-22 school year. Oregon categorized almost all
students as Economically Disadvantaged due to an expansion of the criteria for student eligibility for free or reduced price meals. See
Free and Reduced Price Lunch
Eligibility for details.
~ Not reported by U.S. Department of Education
# Rounds to zero
* Value is significantly different from OR
Oregon Statewide Report Card 2021-22 52 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Beth LaDuca, Beth.La[email protected].gov
National Assessment of Educational Progress: Mathematics, Grade 8, 2022
2022 NAEP Grade 8 Math Results Achievement
Levels & Participation Rates
NAEP
Advanced %
NAEP
Proficient %
NAEP
Basic %
Below NAEP
Basic %
Participating
%
All Students
Oregon
5
17
35
43
98
United States
7*
19
35
40
98
Economically Disadvantaged
1
Oregon
5
17
35
43
~
United States
2*
11*
33
54*
~
English Learners
Oregon
1
1
13
85
90
United States
#
4
20
76
94
Students with Disabilities
Oregon
2
3
16
78
93
United States
1
4
17
78
91
Female
Oregon 4 15 36 45
99
United States 6 18* 36 40
99
Male
Oregon 6 19 35 40
98
United States 8 19 34 39
98
American Indian/Alaska Native (not of
Hispanic origin)
Oregon
~ ~ ~ ~ ~
United States
1
10
33
56
98
Asian (not of Hispanic origin)
Oregon
26
27
29
18
~
United States
27
31
28
14
~
Black (not of Hispanic origin)
Oregon
~ ~ ~ ~ ~
United States
1
8
29
62
98
Hispanic origin
Oregon
1
8
33
57
98
United States
2
12*
34
52
98
Native Hawaiian or other Pacific
Islander (not of Hispanic origin)
Oregon ~ ~ ~ ~ ~
United States 5 10 31 54 ~
Two or more races (not of Hispanic
origin)
Oregon
9
21
32
37
99
United States
6
21
36
37
99
White (not of Hispanic origin)
Oregon
5
21
37
37
99
United States
9*
26*
38
28*
99
Legend
1
The Economically Disadvantaged student group is not comparable across Oregon and the United States for the 2021-22 school year. Oregon categorized almost all
students as Economically Disadvantaged due to an expansion of the criteria for student eligibility for free or reduced price meals. See
Free and Reduced Price Lunch
Eligibility for details.
Legend
~ Not reported by U.S. Department of Education
# Rounds to zero
* Value is significantly different from OR
Oregon Statewide Report Card 2021-22 53 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Beth LaDuca, Beth.La[email protected].gov
National Assessment of Educational Progress: Mathematics
Math Grade 4 Average Scale Scores 2015 - 2022: Oregon and the Nation
In 2015, Oregon's 4th graders scored statistically the same as the nation’s 4th graders. In 2022, Oregon's 4th graders
scored 228, which was statistically lower than 4th graders in the nation's public schools (235).
Math Grade 8 Average Scale Scores 2015 - 2022: Oregon and the Nation
In 2015, Oregon’s 8th graders scored statistically the same as the nation's 8th graders. In 2022, Oregon's 8th graders
scored 270, which was statistically lower than 8th graders in the nation's public schools (273).
240
239
240
U.S.
235
238
233
236
OR
228
180
200
220
240
260
280
2015 2016 2017 2018 2019 2020 2021 2022
Average Scale Score (0
-500)
Average scale score estimate U.S.
Average scale score estimate with
confidence interval OR
281
282
281
U.S.
273
283
282
280
OR 270
220
240
260
280
300
320
2015 2016 2017 2018 2019 2020 2021 2022
Average Scale Score (0-500)
Average scale score estimate U.S.
Average scale score estimate with
confidence interval OR
Oregon Statewide Report Card 2021-22 54 Oregon Department of Education • www.oregon.gov/ode
FREE AND REDUCED PRICE LUNCH ELIGIBILITY
The School Nutrition Programs – breakfast, lunch and snacks – support the physical, social, emotional and academic
development of all students. All meals receive federal reimbursement. The level of reimbursement increases for
meals served to students who qualify for free or reduced price meals according to the United States Department of
Agriculture (USDA) guidelines. The data of students eligible for free and reduced price meals can be used as an
indicator of poverty to access additional funding for programs and services to communities and schools with
economic need.
Due to COVID-19, USDA issued a suite of waivers for the School Nutrition Program for the 2020-21 and 2021-22
school years that allowed meals to be served at no cost to all children and eliminated the need for schools to collect
Free and Reduced Price Lunch eligibility data. Therefore, there is no accurate eligibility data available for 2021-22.
Additionally, the Oregon Department of Education (ODE) uses information about a student’s eligibility for free or
reduced price meals to report if the student is economically disadvantaged or not. The USDA waivers allowed almost
all schools to provide free meals to their students, resulting in almost all students being considered economically
disadvantaged in 2021-22. The expansion of free school meals was a benefit for Oregon’s students and families.
However, it reduced the accuracy of relying on student eligibility for free or reduced price meals as a measure of a
student’s economic experience. ODE is working towards adopting a new definition for the Economically
Disadvantaged student group that moves away from reliance on eligibility for free or reduced price school meals.
Oregon Statewide Report Card 2021-22 55 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Alexa Pearson, Alexa.Pearson@ode.oregon.gov
THE OREGON DIPLOMA
In June 2008, the State Board of Education adopted diploma requirements (OAR 581-022-2000) that are designed to
prepare each student for success in post-secondary opportunities and careers. The Modified Diploma (OAR 581-022-
2010) was added in 2012 as an option for students unable to meet the full set of academic content standards for a
diploma even with reasonable modifications and accommodations. The graduation requirements can be grouped
into three categories: Credits, Essential Skills, and Personalized Learning.
The rigorous credit requirements provide standards-aligned learning experiences, wherein students demonstrate the
knowledge and skills for that discipline, as evaluated by a qualified educator. The subject-area credit requirements
are listed below. The passage of Senate Bill 744 suspended the Assessment of Essential Skills diploma requirement
through 2023-2024; therefore, students graduating in 2022 were not required to demonstrate proficiency in Reading,
Writing, and Mathematics, through one of the approved testing options. The required Personalized Learning
components, which include the Education Plan and Profile, Extended Application, and Career Related Learning
Experiences, provide opportunities for students to plan for their future.
Credit Requirements by Subject Area
Subject Areas*
Diploma
Credit Requirements
Modified Diploma
Credit Requirements
English/Language Arts
4
3
Mathematics
3
- Algebra I & above*
2
Science 3 - Scientific Inquiry & Lab Experiences*
2
Social Sciences
3
2
Physical Education
1
1
Health 1
1
World Language
The Arts
3
1
Career &Technical Ed
Electives
6
12**
Total Credits
24
24
*Applied and integrated courses aligned to standards can meet credit requirements.
**School districts and public charter schools shall be flexible in awarding the remaining 12 credits which can include professional technical education, electives,
career development, demonstrated proficiency in an area, or can include credits from other regular or modified courses.
Lab experiences (2 credits) can take place outside of the school in field-based experiences.
Options for Awarding Credit
Students earn credits (OAR 581-022-2025) by successfully demonstrating knowledge and skills defined by state
standards. Following is a list of approved sources of evidence for awarding credit and educators may combine
evidence from multiple sources.
• Successfully completing classroom or equivalent work (e.g., supervised independent study, career-related
learning experiences, project-based learning), which demonstrates knowledge and skills defined by state
standards.
• Successfully completing classroom or equivalent work designed to measure proficiency or mastery of identified
standards (knowledge and skills) in class or out of class, where hours of instruction may vary.
• Successfully passing an appropriate exam designed to measure proficiency or mastery of identified standards
(knowledge and skills).
• Providing a collection of work or other assessment evidence, which demonstrates proficiency or mastery of
identified standards (knowledge and skills).
• Providing documentation of prior learning activities or experiences which demonstrates proficiency or mastery of
identified standards (knowledge and skills) (e.g., certification of training, letters, diplomas, awards, etc.).
Oregon Statewide Report Card 2021-22 56 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Paul Skomsvold, Paul.Skomsvold@ode.oregon.gov
Ninth Grade On-Track
Ninth Grade On-Track is the percentage of students in their first year of high school that are on-track to graduate.
This measure includes students who have been enrolled in the same district for at least half of the school year and
have accrued at least 25 percent of the credits required for high school graduation. This includes credits awarded
for advanced work before beginning high school, credits earned during the ninth grade year, and credits earned
during the summer after the ninth grade year.
Ninth Grade On-Track data are displayed at the school and district level on Oregon’s At-A-Glance School and District
Profiles and are included in ODE’s accountability system. The Oregon Department of Education (ODE) established
measures of interim progress (MIP) for the indicator and a statewide long-term goal of 95 percent.
In the two years prior to the COVID-19 pandemic, the percent of students on-track to graduate increased for most
student groups. The 2019-20 rates for students on-track to graduate are not available as a result of the statewide
transition to distance learning during the spring of 2020.
The 2020-21 Ninth Grade On-Track data for all students showed an 11.7 percent decline since 2018-19. Individual
student groups also show a decrease in on-track to graduate rates from 2018-19 to 2020-21. However, in 2021-22
the percent of students on-track to graduate increased for all student groups to near pre-pandemic levels. On-track
rates for all students increased since 2020-21.
The American Indian/Alaska Native, Native American/Pacific Islander and Hispanic/Latino student groups reported an
increase in on-track to graduate rates of 16.1, 14.7, 12 percentage points, respectively.
Percentage of Ninth Grade Students On-Track to Graduate by Race and Ethnicity
Note: 2019-20 Ninth Grade On-Track data are not available.
2016-17 2017-18 2018-19 2020-21 2021-22
All Students
83.4% 84.5% 85.3% 73.6% 82.8%
American Indian/ Alaska Native
70.5% 76.0% 74.4% 57.6% 73.7%
Asian
>95% >95% >95% 89.1% >95%
Black/African American
75.7% 79.0% 79.0% 68.6% 76.6%
Hispanic
77.3% 78.9% 80.4% 65.1% 77.1%
Multiracial
83.7% 83.5% 84.5% 76.0% 82.9%
Native Hawaiian/ Pacific Islander
76.1% 77.8% 79.3% 57.4% 72.1%
White
85.4% 86.2% 86.9% 76.6% 84.9%
40%
50%
60%
70%
80%
90%
100%
Oregon Statewide Report Card 2021-22 57 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Paul Skomsvold, Paul.Skomsvold@ode.oregon.gov
The Migrant, English Learner and Houseless student groups also reported a larger decrease in rates of students on-
track to graduate compared to the decrease in the statewide rate (14.4, 14.2 and 15.6 percentage points,
respectively). While on-track rates for the Economically Disadvantaged student group increased to 83.0 percent, this
increase is due in part to a change in the handling of students attending schools with USDA waivers that allowed
schools to provide free meals to all students.
ODE began publishing outcomes for students in foster care for the 2021-22 school year. The On-Track rate for
students in foster care was 66.5, which was more than 16 percentage points below the rate for all students. This
student group is not included in the below graph as there is only one year of data available.
Percentage of Ninth Grade Students On-Track to Graduate by Student Group
Note: 2019-20 Ninth Grade On-Track data are not available.
*The Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or reduced-price
meals. See Free and Reduced Price Lunch Eligibility
for details.
Non-Binary students reported an increase in the on-track to graduate rate of nearly 16 percent. Though this group of
students is relatively small, the number of non-binary students reported each year has increased since 2018-19. See
the Gender Diversity
section for more information.
Percentage of Ninth Grade Students On-Track to Graduate by Gender
Note: 2019-20 Ninth Grade On-Track data are not available.
**ODE started collecting non-binary student group data in 2018-19. These data are not available for 2016-17 or 2017-18.
2016-17 2017-18 2018-19 2020-21 2021-22
All Students
83.4% 84.5% 85.3% 73.6% 82.8%
Economically Disadvantaged*
75.8% 77.1% 77.4% 66.6% 83.0%
English Learner
65.7% 69.6% 70.8% 54.3% 68.5%
Ever English Learners
78.7% 80.7% 81.6% 65.2% 78.4%
Students with Disabilities
69.5% 71.4% 71.7% 60.8% 72.3%
Migrant
76.1% 78.3% 81.3% 64.1% 78.5%
Talented and Gifted
>95% >95% >95% 93.3% >95%
Houseless
56.2% 60.2% 60.5% 46.5% 62.1%
40%
50%
60%
70%
80%
90%
100%
2016-17 2017-18 2018-19 2020-21 2021-22
All Students
83.4% 84.5% 85.3% 73.6% 82.8%
Female
86.5% 87.3% 88.1% 76.1% 84.6%
Male
80.5% 81.9% 82.7% 71.4% 81.3%
Non-Binary**
68.2% 59.0% 74.9%
40%
50%
60%
70%
80%
90%
100%
Oregon Statewide Report Card 2021-22 58 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Tony Bertrand, Tony.Bertrand@ode.oregon.gov
Essential Skills
In order to graduate, students must pass tests demonstrating their reading, writing, and math skills. This graduation
requirement is known as the Essential Skills. When the Essential Skills requirement was implemented in 2008 the State
Board of Education established different test options (examples below) so students would be able to provide their best
evidence of what they know and can do.
Tests approved for use in meeting the Essential Skills requirement:
(1) State summative test*
(2) Local performance assessments scored against official state scoring guides (known as Work Samples)*
(3) Other approved standardized assessments* (e.g., SAT, ACT, etc.)
* as long as the student scores at or above the required level
Each spring, grade 11 students participate in the English Language Arts and math state summative tests. For the majority
of the total student population, the Essential Skills graduation requirement goes unnoticed because the student scored
high enough on the state summative test that the district can use these results to show the student completed their
Essential Skills requirements.
During the 2021 legislative session, the Oregon Legislative Assembly passed Senate Bill 744
which directed the Oregon
Department of Education to engage with community members and review state requirements for high school diploma
options, as well as to review state requirements related to demonstrations of proficiency in Essential Skills. ODE has
completed the
SB 744 Report, Community-Informed Recommendations for Equitable Graduation Outcomes. The report
provides recommendations for consideration by the Legislature and State Board of Education; it does not change any
current policy. The Assessment of Essential Skills policy was therefore suspended by SB 744 from 2020-21 through 2023-
24.
Oregon Statewide Report Card 2021-22 59 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Paul Skomsvold, Paul.Skom[email protected].gov
OREGON GRADUATION RATES
Summary of Cohort Graduation Rates
Cohort graduation rates begin with a group of students entering high school for the first time in a given school year. The
cohort is adjusted for students who move into or out of the system, emigrate, or are deceased. The graduation rate is
calculated by taking the number of students in the cohort who earned a regular or modified diploma within four years
and dividing that by the total number of students in the cohort. Completers are students in the cohort who achieve any
completion credential (including regular, modified, and extended diplomas or a GED) within four or five years.
Oregon schools increasingly offer the option to remain enrolled in high school for a fifth year in order to pursue college
credit options through partnerships with community colleges and universities. Legislation
that took effect in the 2016-17
school year placed limits on this practice. Beginning with the 2013-14 cohort graduation rates, students who had met all
requirements for an Oregon (regular) or Modified Diploma were counted as graduates, even if the diploma was not
awarded, in order to allow the student to remain enrolled for a fifth year. Because of this significant change, rates from
2013-14 and later are not comparable to rates prior to 2013-14. For four and five year rates by all student groups, and
historical data, see the
Cohort Media Files. The files also provide district and school-level data, including counts of
students with other outcomes, such as GEDs or continuing enrollment.
The chart below shows the changes in four- and five-year graduation and completer rates based on the students’ first year
in high school. The rate of 80.6 in this chart shows that 80.6 percent of students who began their high school career in the
2017-18 school year graduated within four years (by the end of the 2020-21 school year). Some 84.5 percent of students
who began their high school career in the 2016-17 school year had graduated within five years (by the end of the 2020-
21 school year).
Cohort Graduation Rates
1
See Expanded Options Program page for information about Oregon’s Expanded Options program, one of the programs students exercising this option may be
participating in.
84.6
86.3
87.2
87.75
80.2
82.5
83.7
85.5
82.8
80.0
81.6
83.0
84.5
76.7
78.7
80
82.6
80.6
65
70
75
80
85
90
95
100
2013-14 2014-15 2015-16 2016-17 2017-18
High School Entry (Cohort) Year
5-Year Completer
4-Year Completer
5-Year Graduation
4-Year Graduation
Oregon Statewide Report Card 2021-22 60 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Paul Skomsvold, Paul.Skom[email protected].gov
Opportunity Gaps
For cohort graduation rates, the gap between students of historically underserved races/ethnicities (Black/African
American, Hispanic/Latino, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander) and other students
(White, Asian, and Multiracial) has continued to decrease (by 1.2 percentage points in five years).
Graduation rate gaps for students who are economically disadvantaged are also decreasing (by 4 percentage points in
five years), but this gap remains wide with rates about 10 percentage points lower than the rates for students who were
not economically disadvantaged in high school.
Some graduation rate gaps are closing more slowly. Rates for students who are not yet proficient in English by the time
they enroll in high school are about 17 percentage points below rates for students who were never enrolled in English
Learner programs. This gap has decreased by almost 6 percentage points over the last five years. However, students
who became proficient in English before they entered high school (Former English Learners) graduated at a rate 3.2
points higher (84.3 percent) than those students who were never an English Learner (81.1 percent).
78.6%
82.4%
71.1%
76.1%
50%
90%
2013-14 2014-15 2015-16 2016-17 2017-18
High School Entry (Cohort) Year
Four-year Cohort Graduation Rate
Underserved Race/Ethnicity
85.4%
87.4%
70.1%
77%
50%
90%
2013-14 2014-15 2015-16 2016-17 2017-18
Four-year Cohort Graduation Rate
Economically Disadvantaged
77.6%
81.6%
54.9%
64.4%
50%
90%
2013-14 2014-15 2015-16 2016-17 2017-18
Four-year Cohort Graduation Rate
English Learners
Oregon Statewide Report Card 2021-22 61 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Carly Sichley, Carly.Sichley@ode.oregon.gov
Oregon Career and Technical Education (CTE) Information: 2021 Graduation Results
The Oregon Department of Education (ODE) collects data from Oregon schools and community colleges on the
enrollment and performance of students who complete courses in approved CTE programs of study
CTE coursework
integrates rigorous academic knowledge with industry-validated employability and technical skills that culminates in the
award of an industry- recognized credential, certificate, or an associate or baccalaureate degree. High school students
may also have options to earn college credit that may be applied toward their postsecondary studies. A CTE Program of
Study is a progressive, non-duplicative sequence of courses, developed by a partnering secondary school district and
postsecondary institution that prepares students to seamlessly transition across education levels and into the workforce.
The CTE instruction reflected in Oregon’s published results happens exclusively in the context of ODE approved
Programs of Study.
Descriptive analysis of this data reveals consistently higher graduation rates among CTE concentrators
1
relative to all
students statewide.
2
Among students beginning high school in 2017-18, the four-year graduation rate was 12.3
percentage points higher for CTE concentrators than for all students statewide.
CTE Concentrator and Statewide Four-Year Cohort Graduation Rates over Time
Not only did CTE concentrators graduate at higher rates than students in the same population statewide, they graduated
above the statewide average of 80.6 percent in every racial/ethnic student population measured.
CTE and Statewide Four-Year Graduation Rates, 2017-18 High School Cohort
Outcomes as of the 2020-21 school year
1
A CTE concentrator is defined as, “[a] secondary student who has earned one or more credits in technical skill-based courses as part of an Oregon state-approved
CTE program, of which at least one-half credit must be designated as a required course.” For more information, go to the
Secondary CTE Data Collection and
Reporting webpage.
2
CTE graduation rates and statewide graduation are not perfectly comparable. Oregon statewide cohort graduation rates include every first year student (net of
students moving into/out of the state, etc.).
91.7%
92.8% 93.5% 94.8% 92.9%
76.7%
78.7%
80.0%
82.6%
80.6%
0%
20%
40%
60%
80%
100%
2013-14 2014-15 2015-16 2016-17 2017-18
High School Entry (Cohort) Year
CTE Concentrator
4Yr Grad
Statewide
4Yr Grad
92.9%
84.2%
97%
90%
92.0% 91.9%
90.6%
93.1%
80.6%
67.0%
91.9%
73.5%
77.0%
79.3%
69.8%
82.1%
0%
20%
40%
60%
80%
100%
All Students American Indian/
Alaska Native
Asian Black/African American Hispanic/
Latino
Multi-Racial Native Hawaiian/
Pacific Islander
White
CTE Concentrator Statewide Average
Oregon Statewide Report Card 2021-22 62 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Paul Skomsvold, Paul.Skom[email protected].gov
DROPOUT RATES
Dropout Rate Formula: The one-year statewide dropout rate calculation is made by dividing the number of dropouts (for
grades 9-12) by the number of students reported as enrolled on the first school day in October in grades 9-12. Note that
unlike the cohort graduation rates, the dropout rate includes all events within a single year, irrespective of the year a
student began high school.
Dropout rates for 2019-20 were impacted by the pandemic and the shift to Distance Learning for All in the Spring of
2020. During that time, and to support efforts to continue to engage and serve students, districts were instructed to not
drop students from enrollment without confirmation of a transfer to a different educational setting. This reduced the
number of dropouts reported for the 2019-20 school year. As a result, data from 2019-20 are not directly comparable
to prior years.
Oregon Statewide Dropout Rate Calculation
For a given school year:
−
−
Dropout rates are also calculated for schools and districts.
More information is available on the Dropout Rates in Oregon High Schools
webpage.
Oregon High School Dropout Rates
3.9%
3.6%
3.3%
2.4%
1.8%
0%
1%
2%
3%
4%
5%
6%
2016-17 2017-18 2018-19 2019-20 2020-21
Oregon Statewide Report Card 2021-22 63 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Paul Skomsvold, Paul.Skom[email protected].gov
Oregon Dropout Rates by Gender
Male students in 2020-21, as in prior years, dropped out at a higher rate than female students. Male students of
almost every ethnicity dropped out at a higher rate than female students of the same ethnicity. American
Indian/Alaska Native, Native Hawaiian/Pacific Islander and Black/African American male students have the highest
dropout rates, while Asian male and female students have the lowest rates.
Note: Multi-Racial does not include students who reported Hispanic Ethnicity – these students are all reported under Hispanic. See the
Federal Race and Ethnicity
Reporting Assistance Manual for more information.
Dropout Rates by Gender
Dropout Rates by Race/Ethnicity and Gender
2020-21
4.3%
4.0%
3.7%
2.7%
2.1%
3.4%
3.1%
2.7%
2.0%
1.5%
0%
1%
2%
3%
4%
5%
2016-17 2017-18 2018-19 2019-20 2020-21
Male Dropout Rate Female Dropout Rate
1.5%
2.3%
0.5%
2.2%
1.6%
1.5%
1.8%
1.4%
2.1%
3.4%
0.8%
4.2%
2.4%
2.0%
3.6%
2.0%
0%
2%
4%
6%
8%
10%
All Students American
Indian/
Alaska Native
Asian Black/African
American
Hispanic Multiracial Native
Hawaiian/
Pacific Islander
White
Female Dropout Rate Male Dropout Rate
Oregon Statewide Report Card 2021-22 64 Oregon Department of Education • www.oregon.gov/ode
REGULAR ATTENDERS
Regular Attenders (formerly Not Chronically Absent) is the measure of the percentage of students who were present for
more than 90 percent of their total enrolled days in a school year. In the 2017-18 school year, the Oregon Department of
Education (ODE) established measures of interim progress (MIP) for the indicator and a statewide long-term goal of 93
percent. The Regular Attender measure is typically displayed at the school and district level on Oregon’s
At-A-Glance
School and District Profiles and included in ODE’s accountability system. Requirements to identify suggested levels of
support for schools and target improvement through ODE’s accountability system were waived in 2020-21 due to ODE’s
accountability waiver from the U.S. Department of Education.
The Regular Attenders rate includes students in programs with attendance being tracked daily. Hourly programs such as
tutorial instruction are not included. Being enrolled on the first school day in May and for at least 75 days by that date
for the 2021-22 school year are the other requirements for inclusion in this rate.
Percentage of Students that Attend Regularly or are Chronically Absent
By Grade Level, 2021-22
Percentage of Students that Attend Regularly or are Chronically Absent
By Race and Ethnicity, 2021-22
61.4%
64.3%
67.9%
70.1%
70.7%
70.8%
69.2%
66.3%
64.1%
63.8%
59.3%
55.7%
47.5%
63.9%
38.6%
35.7%
32.1%
29.9%
29.3%
29.2%
30.8%
33.7%
35.9%
36.2%
40.7%
44.3%
52.5%
36.1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Regular Attenders Chronically Absent
66.7%
45.4%
64.7%
55.8%
55.6%
84.7%
48.5%
33.3%
54.6%
35.3%
44.2%
44.4%
15.3%
51.5%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
White
Native Hawaiian/Pacific Islander
Multi-Racial
Hispanic/Latino
Black/African American
Asian
American Indian/Alaska Native
Regular Attenders Chronically Absent
Oregon Statewide Report Card 2021-22 65 Oregon Department of Education • www.oregon.gov/ode
Percentage of Students that Attend Regularly or are Chronically Absent
By Student Population, 2021-22
*The Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for free or
reduced-price meals. See Free and Reduced Price Lunch Eligibility
for details.
There is an opportunity for examination of the data for trends and attributes related to individual student focal groups.
The data show continuing widening gaps between the regular attender rates for individual student groups. The regular
attender rate for houseless students is reported as the lowest regular attender rate for any student focal group, at 39.2
percent, while the Asian student focal group reports the highest rate at 84.7 percent.
The houseless, Native American/Pacific Islander, American Indian/Alaska Native, Black/African American,
Hispanic/Latino, students with disabilities, English Learner, Ever English Learner, and non-binary student groups are
reported to have less than 60 percent of students regularly attend school. This data continues to show gaps between the
rate of regular attendance for all students and these student groups; the most significant differences are seen for
houseless students (24.7 percentage points lower than the rate for all students), Native American/Pacific Islander (-18.5
percent), American Indian/Alaska Native students (-15.4 percent).
For the English Learner and Ever English Learner student groups, looking back to the pre-pandemic 2018-19 Regular
Attender data, the gap between the regular attendance rate for all students and English Learner (EL) and Ever English
Learner (Ever EL) has increased at greater rate than other groups. Prior to the COVID-19 pandemic, EL and Ever EL
regular attender rates were close to the rate for all students; the EL student group showed a –1.2 percentage point
difference and Ever EL group showed a –1.5 percentage point difference. In 2021-22, the data shows the EL group with a
–6.3 percentage difference and the Ever EL group with a –3.7 percentage difference.
This data analysis reveals the continued need to address attendance barriers for Oregon’s students of color and students
experiencing houselessness. The Tribal Attendance Promising Practices (TAPP) and Every Day Matters
(EDM) work uses
this statewide data to focus support and investment in removing obstacles to students attending school regularly.
51.7%
64.4%
63.6%
59.1%
68.5%
39.2%
80.0%
60.6%
56.2%
58.4%
56.3%
63.9%
63.9%
48.3%
35.6%
36.4%
40.9%
31.5%
60.8%
20.0%
39.4%
43.8%
41.6%
43.7%
36.1%
36.1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Non-Binary
Male
Female
Foster Care
Military Connected
Houseless
Talented and Gifted
Migrant
Students with Disabilities
Ever English Learner
English Learners
Economically Disadvantaged*
All Students
Regular Attenders Chronically Absent
Oregon Statewide Report Card 2021-22 66 Oregon Department of Education • www.oregon.gov/ode
Every Day Matters addresses the root causes of chronic absenteeism through attention to student engagement, school
culture, climate, and safety, culturally sustaining pedagogy, and family and community involvement. Every Day Matters
is the foundation for the five other initiatives in the
Aligning for Student Success: Integrated Guidance for 6 ODE
Initiatives, which center on equity and community engagement, expanding well-rounded education, and strengthening
systems and capacities. As the foundation for the Integrated Guidance, EDM seeks to expand systemic understanding
and support to address the root causes of chronic absenteeism.
Tackling the root causes of chronic absenteeism involves the whole system – Education Service Districts (ESDs), districts,
schools, families, communities, community-based organizations, state agencies, and more. Partnerships between school
districts, students and caregivers, community-based organizations, and ESDs are the pathways that center students’
sense of self, belonging, and well-being both within schools and the larger community. To deepen partnerships and
alignment, EDM provides funding to all 19 ESDs for technical assistance, coaching, and additional support for school
districts and charter schools, specifically focusing on student attendance, belonging, and engagement. This approach
aims to address chronic absenteeism in ways that create relational conditions that build trust between families,
communities, districts, and ESDs to address the root causes of chronic absenteeism.
The work to decrease Chronic Absenteeism continued with Tribal Attendance Promising Practices (TAPP) Grants at the
ten TAPP school district sites. Participating districts continued to receive grant funding to hire a community advocate
position with deep local connections to the tribal community to create a school-wide initiative to reduce chronic
absenteeism and to eliminate the disparity in attendance data between American Indian/Alaska Native and non-Native
student groups. It is important to note that nine out of the 10 TAPP district sites are school districts located the closest
geographically to the tribal headquarters of the nine federally recognized tribes of Oregon. The 10 TAPP districts directly
serve 19 percent of the total population of American Indian/Alaska Native students in Oregon at the designated TAPP
schools. 47 percent of the American Indian/Alaska Native students in Oregon are enrolled in the 10 TAPP districts.
With school districts responding rapidly to the COVID-19 global pandemic since March of 2020, TAPP programs and TAPP
school sites shifted from monitoring and responding to attendance data with pre-pandemic best practices, to leveraging
the relationships made with their tribal partners to create new systems and structures to respond to the immediate
needs of families in crisis. Delivering groceries, picking up medication for quarantined families, triaging and responding
to technology needs related to virtual learning, connecting families with community-based organizations to help with
housing and utilities assistance, became a Tier 1 intervention, as the intergenerational nature of households with Native
American families - many with unvaccinated children and elders living under one roof.
The Office of Indian Education is continuing to pay close attention to COVID-19’s impact on the educational experience
of American Indian/Alaska Native students throughout the state of Oregon, to the unique nature of TAPP school district
sites, and are continuing to shift resources and leverage their Government to Government partnership with tribes to
fully understand and meet this need.
Oregon Statewide Report Card 2021-22 67 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Kate Pattison, Kate.P[email protected].gov
OREGON PUBLIC CHARTER SCHOOLS
Oregon Public Charter Schools Enrollment
Charter school enrollment has steadily risen from 1.7 percent of the total public school enrollment in 2006-07 and
now represents 7.7 percent of enrolled students.
Charter schools, authorized by legislation in 1999, were designed to create new, innovative, and more flexible ways of
educating all children within the public school system. In Oregon, all charter schools are public schools.
In the 2021-22 school year, there were 132 charter schools.
Charter School Enrollment
Counts and Percent of Total Public School Enrollment
Fall Membership Data Collection
In 2015-16, the Oregon Department of Education began tracking virtual status for all schools. In 2021-22, a total of 19
charter schools (14 percent of all charters) identified themselves as fully or primarily virtual, as compared to about 3
percent of non-charter schools. This relatively small number of virtual charters enrolled 40 percent of all charter school
students, whereas 2 percent of non-charter students were enrolled in non-charter virtual schools. The average
enrollment of virtual public charter schools was 916, whereas the average enrollment of non-virtual charter schools was
224.
Note that fully or primarily virtual schools are those that have a permanent instructional model that is predominantly
through online courses. The fully or primarily virtual classification does not apply to schools that shifted from in-person
instruction to provide Comprehensive Distance Learning during the COVID-19 pandemic.
Charter School Enrollment by Race/Ethnicity 2021-22
33,677
35,626
38,430
46,275
42,668
5.8%
6.1%
6.6%
0
10,000
20,000
30,000
40,000
50,000
2017-18 2018-19 2019-20 2020-21 2021-22
Number of Students
(Percent of Total)
7 7%
7.7%
8.2%
0%
50%
100%
American Indian/
Alaska Native
Asian Black/
African American
Hispanic/
Latino
Multi-Racial Native Hawaiian/
Pacific Islander
White
All Charter Schools Virtual Charter Schools Non-Charter Schools
Oregon Statewide Report Card 2021-22 68 Oregon Department of Education • www.oregon.gov/ode
Contact for this Section: Kate Pattison, Kate.P[email protected].gov
Charter School Enrollment by Student Group 2021-22
Source: Spring Membership 2021-22
Oregon Public Charter School Performance
For both the English Language Arts (ELA) and Math statewide summative assessments, charter schools reported a higher
rate of students proficient compared to the state as a whole.
3.1%
12.3%
1.9%
11.1%
10.4%
14.5%
0%
50%
100%
English Learner Students with Disabilities
All Charter Schools Virtual Charter Schools Non-Charter Schools
50.4%
43.6%
0%
20%
40%
60%
Charter Schools
State
ELA Percent Proficient 2021-22
34.3%
30.4%
0%
20%
40%
60%
Charter Schools
State
Mathematics Percent Proficient 2021-22
Oregon Statewide Report Card 2021-22 69 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jackie McKim, Jackie.McKim@ode.oregon.gov
SPECIAL PROGRAMS
Many Oregon students receive additional services through special programs to assist them in school.
Special Education (IDEA) - Ages 5-21
The Individuals with Disabilities Education Act (IDEA) makes a free appropriate public education available to eligible
students with disabilities and ensures special education and related services to those students.
The State of Oregon, its communities, school districts, and schools all share a responsibility for the success of each
student. Building this capacity includes systems that are inclusive and collaborative, and responsive to the needs of
students with disabilities. The following provides an overview about school age students with disabilities who
received special education services under IDEA in Oregon.
Special Education Students Statewide
The percentage of Oregon students receiving special education services under IDEA has averaged 14.0 percent of
total enrollment over the last five years. The following table shows the five year trend for special education students
as compared to total enrollment.
2017-18
2018-19
2019-20
2020-21
2021-22
Special Education
78,867
80,436
82,485
79,782
78,716
Total Enrollment
580,684
581,730
582,661
560,917
553,012
% of Total Enrollment
13.6%
13.8%
14.2%
14.2%
14.2%
Sources: December Special Education Child Count, Fall Membership
Special Education Students by Disability
Each school age special education student in Oregon has at least one of 12 different disabilities under IDEA. The
following table shows the trends by disability category.
Number of Students with Disabilities (Ages 5-21)
Type of Disability
2017-18 Number of
Students
2021-22 Number of
Students
Percent Change
Autism Spectrum Disorder
9,718
10,628
9.4%
Deaf/Blindness
14
31
121.4%
Deaf or Hard of Hearing
895
928
3.7%
Developmental Delay*
NA
3,656
NA
Emotional Behavior Disability
5,156
4,985
-3.3%
Intellectual Disability
4,140
3,671
-11.3%
Orthopedic Impairment
671
552
-17.7%
Other Health Impairment
14,121
14,479
2.5%
Specific Learning Disability
25,304
22,442
-11.3%
Speech/Language Impairment
18,264
16,735
-8.4%
Traumatic Brain Injury
291
313
7.6%
Visual Impairment Including Blindness
293
296
1.0%
Total
78,867
78,716
-0.2%
Source: December Special Education Child Count
*Note: Developmental Delay expanded to include school age students through age 9 in the school year 2019-20
Over time, several disability categories have shown an increase or a decrease in the number of identified students.
These changing percentages reflect trends in the special education field and require that the Department of
Education’s Office of Enhancing Student Opportunities to keep up with the ever-changing needs of Oregon’s children.
Oregon Statewide Report Card 2021-22 70 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jackie McKim, Jackie.McKim@ode.oregon.gov
School Age Students with Disabilities Receiving Special Education Services
2021-22 School Year
Total: 78,716
Students
Placement of School Age Special Education Students by Disability – 2021-22
The following graph represents the placement options along the continuum with the “Regular Class 80 percent or
Greater” category being the least restrictive placement decision by an Individualized Education Program (IEP) team. The
categories are:
• Regular Class 80 percent or Greater: Children who received special education and related services outside the
regular classroom for less than 21 percent of the school day.
• Regular Class 40 -79 percent: Children who received special education and related services outside the regular
classroom for at least 21 percent but no more than 60 percent of the school day.
• Regular Class < 40 percent: Children who received special education and related services outside the regular
classroom for more than 60 percent of the school day.
• Other: This category includes all other placements, including those determined and not determined by the IEP
team, i.e. students in corrections, home school by parent, separate schools, parentally placed in private schools,
hospital programs, homebound, public and private facilities.
Percentages reflect the portion of students with the listed disability in each placement.
28.5%
21.3%
18.4%
13.5%
6.3%
4.7%
4.6%
1.2%
0.7%
0.4%
0.4%
0%
0%
5%
10%
15%
20%
25%
30%
Specific
Learning
Disability
Speech/
Language
Impairment
Other
Health
Impairment
Autism
Spectrum
Disorder
Emotional
Behavior
Disability
Intellectual
Disability
Developmental
Delay
Deaf or
Hard of
Hearing
Orthopedic
Impairment
Visual
Impairment
Including
Blindness
Traumatic
Brain
Injury
Deaf/
Blindness
0%
20%
40%
60%
80%
100%
Total Special
Education
Population
Speech/
Language
Impairment
Specific
Learning
Disability
Developmental
Delay
Other
Health
Impairment
Deaf or
Hard of
Hearing
Visual
Impairment
Including
Blindness
Emotional
Behavior
Disability
Traumatic
Brain
Injury
Autism
Spectrum
Disorder
Orthopedic
Impairment
Deaf/
Blindness
Intellectual
Disability
Regular Class 80% or Greater Regular Class 40% -79% Regular Class < 40% Other
Oregon Statewide Report Card 2021-22 71 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jaiya Choles, Jaiya.Choles@ode.oregon.gov
Early Learning Division Pre-Kindergarten Program
The Early Learning Division (ELD) administers two programs serving young children and their families, the first of which is
the Oregon Pre-Kindergarten program (OPK).
The OPK program is a high-quality, comprehensive, early childhood program serving children ages 3-5 from families
living at or below the federal poverty level. Children who receive public assistance, are in foster care, and children who
are homeless are automatically categorically eligible. Grantees must ensure that at least 10 percent of children served
are children with identified special education needs. Federal law also allows up to 10 percent (20 percent for the state-
only funded programs) of slots to be filled by children from families with incomes above the federal poverty level who
meet locally based need criteria. The program offers integrated services to support school readiness in the areas of:
early childhood education and development, including social and emotional, child health, mental health, and nutrition;
and parent education and family support.
The ELD funds 28 OPK preschool grantees located in all 36 counties across Oregon. Some OPK grantees also receive
funding from the Federal Office of Head Start. A state and federal partnership agreement allows grantees to blend
funding to provide a seamless, integrated program that is tailored to meet the needs of children and families in their
community. OPK grantees can also become grantees of the ELD’s second preschool program, Preschool Promise.
Due to new early learning investments, in 2021-22 the ELD was able to enhance services in the OPK program by
converting 1,400 part-day program slots to full-day. These enhancements are added to recent enhancements made in
2020-21 that included raising teacher and assistant teachers' salaries and increasing transportation services.
For the 2021-22 program year, the ELD funded 7,720 OPK slots and federal sources are estimated to have funded an
additional 3,987 slots. When combined with Federal and other funding sources, the cumulative number of children
served in OPK was 9,799. An estimated 7,613 slots were filled by age eligible children living at or below the federal
poverty level. The remaining slots were filled by children with other identified qualifying circumstances. Total enrollment
was low this year, as compared to funded enrollment, due to challenges related to the COVID-19 pandemic.
School Year
Number of
Children
Eligible for
Services
Number of
Eligible
Children
Served
Percent of
Eligible
Children
Served
2017-18
17,721
11,184
63.1%
2018-19
16,304
11,444
70.2%
2019-20**
31,037
13,745*
44.3%
2020-21
12,397
7,335
59.2%
2021-22
11,287
7,613
67.4%
* Represents an estimated total number of children served based on the cumulative number served in Preschool Promise and total funded enrollment for OHS OPK.
** Eligible children defined as children ages 3 and 4 living in families at or below 100% federal poverty level (FPL) in all years except 2019-20. For 2019-20, eligible children were
defined as children ages 3 and 4 living at or below 200% FPL.
Note: Eligible children served by the Preschool Promise program included in all years except 2020-21.
Source: Oregon Department of Education, Early Learning Division. State population of eligible children ages 3 & 4 estimated based on Table B17024 from the 2021 ACS 1-Year
Estimates for children in families living at or below 100% FPL.
Oregon Statewide Report Card 2021-22 72 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Jaiya Choles, Jaiya.Choles@ode.oregon.gov
Early Learning Division Preschool Promise Program
The Early Learning Division (ELD) administers two programs serving young children and their families, the second of
which is the Preschool Promise program.
Preschool Promise program offers free, high-quality preschool to Oregon families with incomes at or below 200% of the
federal poverty level and children in foster care. The program serves children at least three years of age but not older
than five years, as determined by the date used to assess kindergarten eligibility. Preschool Promise is a mixed delivery,
publicly-funded program that recognizes high-quality early learning experiences that can take place in a wide variety of
settings, such as in-home, centers, and school-based programs. Preschool Promise provides opportunities for families to
access and choose the preschool setting which best meets their needs. Preschool Promise is offered in all 36 counties
across Oregon.
The ELD funded 173 Preschool Promise grantees during the 2021-22 program year. Preschool Promise grantees include
preschool centers, family childcare homes, Oregon Pre-Kindergartens, community-based organizations, public schools,
education service districts, and Relief Nurseries. Preschool Promise providers offer full-day services in these diverse
settings.
For the 2021-22 program year, the ELD funded 3,756 Preschool Promise slots. The cumulative number of children served
in Preschool Promise was 3,567. Most of these slots were filled by eligible children living at or below 200% of the federal
poverty level. The remaining slots were filled by children who met locally based need criteria. Total enrollment was low
this year, as compared to funded enrollment, due to challenges related to the COVID-19 pandemic. Prior to the 2020-21
program year, Preschool Promise information was reported in a combined report with the Oregon Pre-Kindergarten
program.
School Year
Number of
Children
Eligible for
Services
Number of
Eligible
Children
Served
Percent of
Eligible
Children
Served
2020-21
31,037
2,833
9.1%
2021-22
28,668
3,567
12.4%
Source: Oregon Department of Education, Early Learning Division. State population of eligible children ages 3 & 4 estimated based on Table B17024 from the 2021 ACS 1-Year
Estimates for children in families living at or below 200% FPL.
Oregon Statewide Report Card 2021-22 73 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Angela Allen, Angela.M.A[email protected].gov
Talented and Gifted
Talented and Gifted (TAG) children are defined by the State of Oregon as “those children who require special
educational programs or services, or both, beyond those normally provided by the regular school program in order to
realize their contribution to self and society and who demonstrate outstanding ability or potential” in one of the
recognized areas of giftedness (ORS 343.391). Oregon statutes and administrative rules
require school districts to
identify TAG students and to provide TAG students with instruction that is designed to meet their assessed levels of
learning and accelerated rates of learning (OAR 581-022-2500). Due to the impact of COVID-19 and the shift to
comprehensive distance learning for many districts, TAG identification was waived for the 2020-21 school year.
Student Group
Number of TAG
Students
Percent of TAG
Students
Percent of Student Group Identified as
TAG
Total
31,428
100.0%
5.7%
Female
14,265
45.4%
5.4%
Male
16,861
53.6%
6.0%
Non-Binary
302
1.0%
13.3%
American Indian/Alaska
Native
114
0.4%
1.8%
Asian
3,843
12.2%
17.3%
Black/African American
378
1.2%
3.0%
Hispanic/Latino
3,171
10.1%
2.3%
Multiracial
2,891
9.2%
7.4%
Native Hawaiian/Pacific
Islander
87
0.3%
1.9%
White
20,944
66.6%
6.4%
Economically Disadvantaged
1
20,303
64.6%
5.0%
Not Economically
Disadvantaged
11,125
35.4%
7.7%
Special Education
1,318
4.2%
1.6%
Not Special Education
30,110
95.8%
6.5%
Source: Spring Membership 2021-22
1
The Economically Disadvantaged student group is larger than in prior years due to an expansion of the criteria for student eligibility for
free or reduced-price meals. See Free and Reduced Price Lunch Eligibility
for details.
Oregon Statewide Report Card 2021-22 74 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Contact for this section: Angela Allen, Angela.M.A[email protected]ov
School districts are required to identify TAG students in the categories of Intellectually Gifted and Academically
Talented. Districts also have the option to identify students in three other areas: creativity, leadership and visual and
performing arts. All TAG identification is based on a body of evidence and multiple data points, both quantitative and
qualitative. Individual Students may be identified in multiple areas of TAG.
Oregon Talented and Gifted Students Statewide
TAG Category
Number of Students
State Defined
Intellectually Gifted
12,336
Academically Talented Reading
13,117
Academically Talented Math
13,095
District Defined
Potential to Perform at the 97
th
Percentile
6,254
District Option to Identify
Creativity
32
Leadership
23
Visual and Performing Arts
13
Source: Spring Membership 2021-22
TAG and All Students Four-Year Graduation Rates
Source: Cohort Graduation Rates
94.3%
95.0%
95.3%
96.1%
95.1%
76.7%
78.7%
80.0%
82.6%
80.6%
60%
70%
80%
90%
100%
2013-14 2014-15 2015-16 2016-17 2017-18
High School Entry (Cohort) Year
TAG
All
Oregon Statewide Report Card 2021-22 75 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Contact for this section: Annie Marges, Annie.Marges@ode.oregon.gov
Alternative Schools and Education Programs
Alternative schools and education programs are defined as “a school or separate class group designed to best serve
students' educational needs and interests and assist students in achieving the academic standards of the school district
and the state” (ORS 336.615).
School districts may provide alternative education
schools and programs for students who need
• additional academic supports because they do
not meet state academic standards,
• additional academic supports because they are
exceeding academic standards, or
• additional behavioral supports.
Alternative education schools and programs are also
provided for students who
• are pregnant or are parenting,
• have been expelled from school,
• have left school before graduating, or are at risk
of leaving school before graduating,
• need additional supports to earn a diploma
Student enrollment in alternative schools and programs, such as small learning communities (programs within schools),
standalone public alternative schools or private contracted alternative programs and schools are utilized to meet
individualized student learning and social-emotional needs. Some districts may offer a variety of services and options to
support student achievement according to their education plan.
In the three years prior to the COVID-19 pandemic, Oregon student enrollment in alternative education remained at
similar levels but there was a consistent decline in the number of programs and services. The 2019-20 Alternative
Education data is not available as the data collection was suspended as part of the state’s response to COVID-19. The
data collection resumed for the 2020-21 school year, but the response rate from districts and sites was lower compared
to previous years. The lower response rate helps to explain the decrease in reported enrolled students and number of
programs and services in 2020-21. Please use caution when comparing data across years.
Alternative Education Services in Oregon
By Type of Program Service -- Number of Students
Type of Operation
2016-17
2017-18
2018-19
2020-21*
2021-22
Resident School District
11,255
11,126
11,401
8,434
8,152
Another School District
67
92
173
103
38
Private Program
1,443
1,077
965
208
228
Community College
847
843
857
379
295
Educational Service District (ESD)
63
56
63
79
66
Other Program
133
97
127
76
288
Terminated Program
0
0
60
0
0
Total
13,808
13,291
13,646
9,279
9,067
Source: ODE Alternative Education Data Collection
*Note that 2019-20 Alternative Education data are not available. Please use caution when comparing data across years.
Alternative education is included in school district improvement planning and goal setting as we continue to support
schools in need. Private alternative schools are annually evaluated by their contracting districts to assure they are
comprehensive, aligned with content standards and essential skills and offering the courses required for high school
graduation. An annual evaluation and site visit is required to result in Division 22 assurances that support school boards
in their annual approval of programs. A growing number of annual program evaluations are making use of a more
formative evaluation method that seeks to support "quality" academic and scheduling programming. These evaluations
Oregon Statewide Report Card 2021-22 76 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Annie Marges, Annie.Marges@ode.oregon.gov
are required to include the review of an annual statement of expenditures to ensure that the program enhances the
ability of the district and its students to achieve district and state standards (ORS 336.655).
Alternative Education Services in Oregon
by Type of Program Service -- Number of Programs
Type of Operation
2016-17
2017-18
2018-19
2020-21*
2021-22
Resident School
District
120 121 124 75 77
Another School District
6
5
5
4
9
Private Program
46
31
30
21
26
Community College
32
29
26
17
15
Educational Service
District (ESD)
10 9 9 10 7
Other Program
3
3
4
4
6
Terminated Program
11
11
13
0
0
Total
228
209
211
131
140
Source: ODE Alternative Education Data Collection
*Note that 2019-20 Alternative Education data are not available. Please use caution when comparing data across years.
The majority of alternative education in Oregon is estimated to occur in schools and programs operated by the student’s
resident school district, but a consistent number of alternative program services have been offered by community
colleges, whereas there has been a consistent decline in alternative program services offered by private organizations.
The remaining programs are operated by the Education Service District (ESD) or in another district, school or program.
Type of Program Services Statewide
Alternative education programs must continue to be designed and evaluated for quality as well as compliance to assure
they address the diverse student needs and the social behaviors they are designed to address. Alternative programs
need to address the development of knowledge/skills with a level of rigor that will enable youth to be successful in post-
secondary education and careers. The National Alternative Education Association (NAEA) describes youth attending
alternative education programs as students who were found to have not been succeeding in the traditional education
setting. Traditional school staff are left to respond to the needs of an increased number of students that might benefit
from alternative programs and attempt to do so through personalized learning experiences in accordance with a
student’s education plan and profile. A number of school districts have responded by offering differing types of
online/blended learning and intervention programs on site at traditional schools (schools within schools) which accounts
for the decrease in the number of programs. Alternative schools offer innovative and non-traditional approaches to
teaching and learning which helps to prevent these students from leaving school without graduating and assists the
state and district in serving all students.
Oregon Statewide Report Card 2021-22 77 Oregon Department of Education • www.oregon.gov/ode
Contact for this section: Annie Marges, Annie.Marges@ode.oregon.gov
Alternative Education Services in Oregon
By Type of Program Service -- Number of Services
Types of Program Services Statewide
Number of
Services
Provided
2016-17
Number of
Services
Provided
2017-18
Number of
Services
Provided
2018-19
Number of
Services
Provided
2020-21*
Number of
Services
Provided
2021-22*
Students with at-risk Behaviors
140
124
131
76
82
Remediation, Credit Recovery, or GED
138
124
123
59
67
Pregnant or Parenting Students
51
50
51
25
31
Students Advanced Beyond Standards
50
44
45
31
37
Other Programs
34
25
27
22
30
Total
413
367
377
213
247
Source: ODE Alternative Education Data Collection
*Note that 2019-20 Alternative Education data are not available. Please use caution when comparing data across years.
Alternative Education Services in Oregon
By Grade Range – Number of Students
Number of
Students
Using Services
2016-17
Number of
Students
Using Services
2017-18
Number of
Students
Using Services
2018-19
Number of
Students
Using Services
2020-21*
Number of
Students
Using Services
2021-22
Secondary
11,392
11,037
11,467
8,383
8,146
Elementary
2,416
2,254
2,179
896
921
Total
13,808
13,291
13,646
9,279
9,067
Source: ODE Alternative Education Data Collection
*Note that 2019-20 Alternative Education data are not available. Please use caution when comparing data across years.
Links to Reference Documents
Oregon Alternative Education
Oregon Statewide Report Card 2021-22 78 Oregon Department of Education • www.oregon.gov/ode
RESOURCES
Visit the webpages below for additional information on key education topics.
Data Collections
Data Collection Catalog
Equity Resources
DACAmented/Undocumented
Toolkit
Emerging Bi/Multi-lingual students
(English Learner initiatives)
Title I-C Migrant Education
Program
School and District
Accountability
Elementary and Secondary
Education Act
Oregon School & District Profiles
Quality Education Model
Accountability Reports
At-A-Glance School and District
Profiles
Accountability Details
Accountability Measures
School Funding
and Finance
State School Fund
Special Education Funding
Special Programs
Alternative Education
Charter Schools
Early Childhood
Houseless Students
Special Education Programs
Talented and Gifted
Student Achievement
Oregon Statewide Assessment
Statewide Test Results
National Assessment of Education
Progress (NAEP)
Cohort Graduation Rate
Dropout Reports
Essential Skills
Student Information
Fall Membership Report
English Learners
School Nutrition/Free and
Reduced Price Lunch
Teacher
Information
Teacher Licensure
Highly Qualified Teachers
Resources for Teachers
Title I
Title I-A: Improving Basic Programs
Title I-C: Migrant Education
Title I-D: Neglected and
Delinquent or At-Risk Children
