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HB 2665:Effects of Poverty on

Education AttainmentAs Addressed in

Oregon Law

Oregon Department of EducationJune 2014

http://www.ode.state.or.us

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Department of Education, 255 Capitol Street NE, Salem OR 97310: Telephone (503) 947-5600; Fax (503) 378-5156

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Please credit the “Oregon Department of Education.”

EFFECTS OF POVERTY ON EDUCATION ATTAINMENT AS ADDRESSED IN OREGON LAW

Table of Contents

Executive Summary ......................................................................2Introduction ...................................................................................4

Part 1: Statutes Relating to the Distribution of the State School Fund ........................................................................................... 13Part 2: Equivalence in Opportunities to Learn Across Neighborhoods ........................................................................... 19Part 3: Efforts to Mitigate Disparities in Opportunities Outside of the School Day or Year .............................................................. 36

References ..................................................................................40

Appendix A: Federal Compensatory Education Programs ...........41Appendix B: HB 3232 and USDOE Test Fee Program Funding 2013-15 ...................................................................................... 43Appendix C: Poverty by School District ...................................... 44

Table of Figures:Table 1.1 Formula Revenue per Average Daily Membership...... 14Table 1.2 Oregon Pre-Kindergarten Participation ...................... 26

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Effects of Poverty on Educational Attainment as Addressed in Oregon Law 2014

Effects of Poverty on Education Attainment as Addressed in Oregon Law

EXECUTIVE SUMMARY

In 2013, the Oregon Legislature enacted HB 2665, which directed the Oregon Department of Education to identify how state law addressed poverty in its K-12 education system.

The Department of Education shall conduct an evaluation of the means by which the impact of poverty on educational attainment is addressed by state law. The study shall include an analysis of:

(a) Distributions of the State School Fund(b) Standards for equivalency in opportunities to learn

across neighborhoods and economic circumstances.(c) Efforts to mitigate disparities in opportunities that are

provided outside of the school day or the school year.

Poverty & Education in OregonPoverty continues to increase in Oregon. In the 1995-96 school year, 31 percent of students were eligible for free and reduced meals. By Oct, 1, 2013, that had increased to 53.7 percent.1 Children living in poverty face a number of challenges: they are more likely to be diagnosed with learning disabilities; have a higher rate of absenteeism; typically perform at a lower level on state assessments; and are more likely to drop out of school. In addition, they are less likely to be prepared for primary schooling or to continue on to postsecondary education. Policymakers have responded to the issue of poverty and education with a number of strategies.

The School Funding Distribution Formula The School Funding Distribution Formula was enacted with a goal of providing equitable funding among school districts by compensating for local revenue and family income disparities. 1 Source: Oregon Department of Education. http://www.ode.state.or.us/search/page/?id=3256

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Specific to poverty, school districts receive an additional .25 weight for every student in poverty. In a recent hearing of the School Funding Task Force,2 a national expert questioned whether the weight was appropriate or should be larger. A number of school programs and grants seek to mitigate the effects of poverty, including the Free and Reduced meals programs and grants targeted at reducing the achievement gap.

Many of the weights and grants do not specifically target poverty, but are likely to affect impoverished students disproportionately. These include the 1.0 special education weight, the .25 neglected and delinquent weight, and the .25 foster home student weight.

Equivalency in OpportunitiesHistorically, education has been viewed as the great equalizer—where persons of humble means can attain the knowledge and skills to become anyone they wish—engineer, doctor, astronaut, or president. HB 2665 asks if Oregon students have equal opportunities to realize their dreams.

Laws that attempt to equalize education opportunities are found in Part 2 of the report and include laws that measure how well schools are serving all their students; the incorporation of social services at the school level; efforts to recruit teachers that reflect school populations; reading initiatives; programs for certain populations of children including the economically disadvantaged; and the prohibition of tuition or other potential financial hurdles to an education.

Early learning programs—such as kindergarten and prekindergarten—enrich all children, but are especially significant for those children without books at home or parents who don’t have the resources to read to them or engage in enrichment activities. The Governor, the Chief Education Officer, and the Deputy Superintendent of Public Instruction are focusing on early learning and early interventions as the best strategy to get students on track to graduate as well as being the most cost-effective in long-term costs.2 Established by HB 2506 (2013)

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Not specifically called out in statute is the Oregon Education Investment Board’s commitment to consider recommendations for education change through an “equity lens.” The OEIB has adopted a list of core beliefs, such as “every student has the ability to learn” and “ending disparities and gaps in achievement begin in quality delivery” when considering any education initiative before it.

Efforts to Mitigate Disparities in Opportunities Outside the School Day or YearWhile individual districts have programs that extend the school day or extend into summer, state involvement is limited to distributing federal grants. One initiative is the Schools Uniting Neighborhoods (SUN) Community Schools, which began in 1999. SUN programs bring together schools and community partners to positively affect student education success and family self-sufficiency through an integrated network of social and support services for youth, families, and community members. The Department of Education distributes a federal grant that funds a portion of the after-school portion of this program.

A complete copy of the report is available at www.ode.state.or.us

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INTRODUCTION

In today’s economy, graduating from high school ready for college rigor and career can mean the difference between a lifetime of poverty and a secure economic future. In the United States, only four percent of college graduates live in poverty; 14 percent of high school graduates and nearly 28 percent with less than a high school degree are considered poor based on the federal poverty guidelines (U.S. Census Bureau: American Fact Finder, 2011). Average annual earnings increase with level of education—a college graduate can expect to earn 66 percent more over a lifetime (working full time for 40 years) than a high school graduate (Baum et al, 2010).

Employment rates increase with each additional level of education, and this has been consistently true over time. In 2012, for example, the employment rate for young adults was 48% for those without a high school diploma, 64% of high school graduates, and 87% for those holding at least a bachelor’s degree (Aud et al, 2013). Educational attainment not only impacts the chances of getting any job, but it affects the type of job. Before the recent recession, those with a bachelor’s degree qualified for more than twice as many available jobs as those with an associate’s degree and more than four times as many college-level jobs as high school graduates. This advantage did not deteriorate during the recession (Pew Charitable Trusts, 2013).

High school completers have lower levels of crime, arrests, and incarceration than those who drop out (Lochner & Moretti, 2004). While dropouts constitute less than 20 percent of the U.S. population, they comprise over 75 percent of the state prison inmate population (Measure of America, n.d.). It has been estimated that raising the high school completion rate by one percent among men ages 20-60 would potentially save as much as $1.4 million per year in reduced costs from crime incurred by victims and society at large (Lochner & Moretti, 2004).

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Throughout Oregon, schools and districts are serving increasing numbers of students whose family income and resources fall far below the level necessary to provide the basics. In 2014, for a family of four, the Federal Poverty Guideline allows only $5,963 per person per year (Federal Register, 2014). Higher levels of poverty create a potential deficit for achievement levels, in many cases even before students reach traditional “school age.” Of students who enroll in college, only 50 percent earn a diploma within six years. For low-income students, the college completion rate drops to 25 percent.3

Academic Achievement Disparities by Family Income

Students in poverty have challenges that other students do not. According to Do Something.org4: Children living in poverty have a higher rate of absenteeism or

leave school all together because they are more likely to have to work or care for family members.

Forty percent of children living in poverty aren’t prepared for primary schooling.

Children who live below the poverty line are 1.3 times more likely to have developmental delays or learning disabilities than those who don’t live in poverty.

By the end of the 4th grade, African-American, Hispanic, and low-income students are already two years behind grade level. By the time they reach the 12th grade they are four years behind.

Dropout rates of 16 to 24-year-old students who come from low income families are seven times higher than those from families with higher incomes.

Less than 30 percent of students in the bottom quarter of incomes enroll in a four-year school. Among that group – less than half graduate.

3 http://www.spotlightonpoverty.org/education_and_poverty.aspx#sthash.NfYQW7Hy.dpuf4 http://www.dosomething.org/facts/11-facts-about-education-and-poverty-america

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In addition, lower-income students in eighth grade score lower than non-low-income students on the National Assessment of Educational Progress (NAEP) mathematics, reading and science tests (U.S. Department of Education, 2012). The National Household Education Survey (NHES) indicates that impoverished children in grades one through three are nearly three times more likely to repeat a grade and those in kindergarten through third grade are more than twice as likely to have an individualized education plan (IEP) to meet special education needs. Youth from families in the bottom quintile of the income distribution are more than four times as likely as those from families in the top quintile to have dropped out of school during the prior year (NCES, 2012).

Education has historically been seen as a major strategy to lift the impoverished to a better life. However, research finds that wide disparities not only exist prior to a child’s entry into formal education, but persist—and in some cases widen—as a student progresses through their school careers (Reardon, 2011). These disparities are displayed not only in cognitive abilities and academic achievement but also represent outcomes in the areas of health and safety and the prevalence of risky

behaviors. (Rothstein, 2008).

The gap continues in college. In a University of Michigan study, two generations of students were studied; those born from 1961 to 1964 and those born from 1979 to 1982. By 1989, about one-third of the high-income students in the first generation had finished college; by 2007, more than half of the second generation had done so. In contrast, only nine percent of the low-income students in the second generation had completed college by 2007, up only slightly from a five percent college completion rate by the first generation in 1989.

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School Year% of Oregon Students Eligible for Free and

Reduced Meals1995-96 31.0%1996-97 30.8%1997-98 32.0%1998-99 33.3%

1999-2000 34.4%2000-01 34.4%2001-02 36.4%2002-03 38.6%2003-04 41.0%2004-05 42.6%2005-06 42.7%2006-07 42.1%2007-08 42.8%2008-09 46.1%2009-10 50.2%2010-11 52.7%2011-12 53.2%2012-13 53.7%


Recent changes in Oregon’s education governance structure and the 2013 strategic investments at the state level have sought to better serve students, with an emphasis on struggling students and students in poverty. These actions have jumpstarted efforts to raise student levels of achievement and support schools and communities in their quest to raise graduation rates and better prepare all students for success in college and career.

In recognition of these facts and others, ORS 409.750 sets forth that, “. . . [I]it shall be a state goal to eliminate or alleviate the causes and conditions of poverty in Oregon.”

Poverty in Oregon SchoolsAccording to the US Census, 15.5% of Oregonians were living below the poverty level for 2008-2012.5 In 2013, the Annie E. Casey Foundation ranked Oregon 41st in child economic well-being with 45% of Oregon children living in households that devote more than 30% of their income to housing costs, compared with 40% of children nationally. A 2014 study by Children First for Oregon found about 44% of children were poor or low income. Of those children, 23.4% or 382,542 were living at or below the federal poverty line (using 2011 data). That is about 23.4% of children, up from 21.7% in 2010 and 19.4% in 2009.6

5 http://quickfacts.census.gov/qfd/states/41000.html6 Children First for Oregon 2014 Progress Report. http://cffo.convio.net/site/DocServer/2014_Progress_Report_FINAL_web.pdf?docID=3702&AddInterest=1941

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http://cffo.convio.net/site/DocServer/2014_Progress_Report_FINAL_web.pdf?docID=3702&AddInterest=1941

http://cffo.convio.net/site/DocServer/2014_Progress_Report_FINAL_web.pdf?docID=3702&AddInterest=1941


Free and Reduced Price LunchAccording to Oregon Department of Education (ODE) data collected as of October 1, 2013, 57% of elementary students, 55% of middle school students, and 49% of high school students were eligible for free and reduced price lunches.7 Free and reduced price meals are available for eligible students based on their household size and family income. Foster children are automatically eligible for free meal benefits as are identified migrant students. For a household of four people, an annual income of $29,965 or less qualifies those children for free meals and free milk, and an annual income of $42,643 qualifies the children for reduced price meals.

The State Board of Education modified how poverty is calculated for the State School Fund on January 23, 2014.8 The new calculation is based on the U.S. Census Bureau’s Small Area Income Poverty Estimate (SAIPE). The model is based on a number of data sets including the Decennial Census, Supplemental Nutritional Aid Program data, several yearly surveys by the U.S. Census, and specific Internal Revenue Service (IRS) data. This model considers information on the number of students aged 5-17 in each district, pinpointing the number of students in poverty, so the distribution formula more accurately reflects the actual number of students living in poverty.

Homeless StudentsThe federal Education of Homeless Children and Youth Program works to ensure that school age-eligible homeless children and youth are provided with immediate school enrollment and access to education services despite a lack of a permanent residence, supervising adult, or lack of records from a previous school.

7 http://www.ode.state.or.us/data/annreportcard/rptcard2013.pdf8 As directed by HB 2098 (2013).

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District with highest number of identified homeless students

K-12 Total Homeless2012-13

% of enrollment2012-13

Beaverton SD 48J 1,373 3.48%Portland SD 1J 1,154 2.48%Medford SD 549C 993 7.53%Eugene SD 4J 770 4.53%Reynolds SD 7 768 6.76%Salem-Keizer SD 24J 757 1.88%Bend-Lapine SD 1 681 4.11%Springfield SD 19 537 4.87%


In the 2012-13 school year, the Oregon Department of Education identified 18,165 homeless youth.9 For purposes of the program, “homeless” children and youth are defined as those who “lack a fixed, regular, and adequate nighttime residence.” A homeless family could live in an emergency shelter or transitional housing unit, share housing with others, reside in motels, or live in a tent or trailer. Unaccompanied minors who have been abandoned by their parents or who have run away from home are also eligible for educational services as homeless students.

Prior to 2012-13, only those districts receiving competitive subgrant funds were required to record homeless students by individual student. Districts not receiving a grant previously reported only district totals. The 2012-13 report provides unprecedented data on Oregon student homelessness from over 150 school districts including student achievement data. ODE will soon be able to extract socioeconomic data, graduation rates, and other relevant data on homeless students. This additional data will allow appropriate implementation of strategic investments for homeless youth to increase educational attainment through specific programing and policy implementation. Districts with a high concentration of homeless students, by both percentage of the total student population and by numbers of students are highlighted in the following chart:

Districts with the highest percentages of homeless students are primarily rural and some distance from the I-5 corridor. Their homeless counts are attributed to unemployment, lack of

family-wage jobs, and lack of affordable housing in their areas.

Services to homeless students may include school transportation, tutoring, extended-day, and summer school programs. Districts 9 2012-13 Oregon Report Card, p. 26.

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Districts with the Highest % of Homeless StudentsDistrict K-12 Total

Homeless2012-13

% of enrollment2012-13

Butte Falls SD 35 23.97%Culver SD 126 18.03%Dayville SD 9 15.00%Marcola SD 29 14.87%McKenzie SD 31 14.22%Prospect SD 35 13.83%Warrenton-Hammond SD 119 13.34%Port Orford-Langlois SD 31 11.92%Mapleton SD 20 11.56%Monroe SD 48 10.71%Adrian SD 24 10.39%Rogue River SD 92 10.26%Coos Bay SD 318 10.24%Lincoln County SD 535 10.17%Myrtle Point SD 62 10.02%


may receive funding through Title I-A funds, McKinney-Vento competitive subgrants, and community and local donations.

Academic Performance

Academically, economically disadvantaged students in Oregon typically perform at a lower level on state assessments when compared to more affluent peers. For example, in 2012-13, 85% of all high school students met the reading standard, while only 77% of economically disadvantaged students did so. In math, 69% of all students met the grade level standard with 58% of economically disadvantaged students performing at this basic level of expectation. In writing, 60% of all students met the standard, while only 47% of economically disadvantaged students did so. In science, 63% of all students met the standard while only 50% of economically disadvantaged students were able to demonstrate benchmark levels of achievement.10

Assessment Type All Students Meeting or Exceeding Standard – 2012-13

Economically Disadvantaged Students Meeting or Exceeding Standard 2012-13

Grade 3 Reading 66% 55%Grade 3 Math 61% 50%Grade 4 Reading 73% 63%Grade 4 Math 64% 52%Grade 5 Reading 68% 56%Grade 5 Math 58% 45%Grade 5 Science 67% 54%Grade 6 Reading 63% 51%Grade 6 Math 59% 47%Grade 7 Reading 73% 62%Grade 7 Math 61% 49%Grade 8 Reading 67% 54%Grade 8 Math 63% 51%Grade 8 Science 66% 53%

10 2012-13 Oregon Report Card, p. 46.11


Assessment Type All Students Meeting or Exceeding Standard – 2012-13

Economically Disadvantaged Students Meeting or Exceeding Standard 2012-13

High School Reading 85% 77%High School Math 69% 58%High School Writing 60% 47%High School Science 63% 50%

Graduation RatesSeventy-seven percent of non-economically disadvantaged white students graduated in four years, compared with 67% of economically disadvantaged students.11

Looking ForwardIn recent years, a growing body of sophisticated economic analyses has

contributed an important new dimension to the public debate about the value to society of investing in the care and education of young children who are at risk for later failure in school and in the workplace. Extensive data now indicate that policymakers can achieve greater return on investments in early education for children from families with low income and limited parent education than they can from investments in remedial programs or adults with limited workforce skills (Harvard University National Scientific Council on the Developing Child, 2008). In short, although optimal financial benefits depend on continued investment throughout the middle childhood years, the greatest returns are realized when investments are made in the lives of vulnerable children well before they begin school.

Oregon must commit to success for all learners, including all racial and ethnic groups, economically disadvantaged students, English language learners, and students with disabilities. To meet our 40/40/20 goal,12 we need every group of learners to maximize its potential. We simply cannot meet our vision for Oregon if the 11 2012-13 Oregon Report Card, p. 61.

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most educated Oregonians remain disproportionally white, native English speakers, relatively affluent, and without disabilities. The very promise of the American Dream, of opportunity available to all who strive for success, demands that we include all Oregonians in our goal and that we very specifically and intentionally plan for an education system that meets our varied students’ needs equitably and effectively. Governor Kitzhaber has made education reform a keystone of his administration. To Metzger Elementary kindergarteners, Governor Kitzhaber stated, “Our commitment to you—the class of 2025—is that every single one of you, in every community in Oregon, will graduate from high school with the tools and skills to pursue your dreams in college and careers.”13

Federal Education ProgramsIn addition to state efforts there are federal initiatives. The Elementary and Secondary Education Act was passed in 1965 as part of the “War on Poverty.” The No Child Left Behind Act of 2001 reauthorized the ESEA, as well as mandating new requirements. Oregon students are served through the following ESEA programs:

Title 1-A Improving Basic ProgramsTitle 1-B1 Reading FirstTitle 1-B2 Early Reading FirstTitle 1-B3 Even Start Family Literacy ProgramTitle 1C Education of Migratory Children

12 ORS 351.009 sets forth that the mission of education beyond high school is to ensure that at least 40 percent of adult Oregonians have earned a bachelor’s degree or higher; at least 40 percent of adult Oregonians have earned an associate’s degree or post-secondary credential as their highest level of educational attainment; and ensure that the remaining 20 percent or less of all adult Oregonians have a high school diploma. 13 Governor Kitzhaber, speaking to Metzger Elementary kindergarteners, September 5, 2012.

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Title 1D Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk

Title 2A Preparing, Training, and Recruiting High Quality Teachers and PrincipalsTitle 2B Mathematics & Science PartnershipsTitle 2C Troops to TeachersTitle 2D Enhancing Education Through TechnologyTitle 3 Language Instruction for Limited English Proficient

and Immigrant StudentsTitle 4A Safe and Drug-Free Schools and CommunitiesTitle 4B 21st Century Community Learning CentersTitle 5A Innovative ProgramsTitle 5B Charter SchoolsTitle 6A Funding FlexibilityTitle 6B Rural Education InitiativeTitle 7 Indian, Native Hawaiian, and Alaskan Native EducationTitle 10 McKinney-Vento Homeless Education Assistance

Improvements

HB 2665While the emphasis in education has been on increasing expectations for all students, some educators believe that recent policy efforts have not taken into account the effect poverty plays in student achievement. Do Oregon’s laws acknowledge the role poverty plays in education? In 2013, the Oregon Legislature voted to find out and enacted HB 2665:

(1) The Department of Education shall conduct an evaluation of the means by which the impact of poverty on educational attainment is addressed by state law. The study shall include an analysis of:(d) Distributions of the State School Fund(e) Standards for equivalency in opportunities to learn

across neighborhoods and economic circumstances.(f) Efforts to mitigate disparities in opportunities that are


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(2) The department shall submit a report on the evaluation described in subsection (1) of this section to the interim legislative committees on education no later than July 1, 2014.

MethodologyWhile many laws support those in poverty, generally, this review is limited to education statutes. Education statutes relating to poverty typically fall into two categories: (1) Those that explicitly mention poverty or identify an income level that made students eligible for a program or service; (2) Those programs that do not explicitly mention poverty or income eligibility but are much more likely to affect lower income students.

The authors include both categories to provide maximum inclusivity rather than inadvertently excluding information the audience for this report might find useful.

In the list of statutes that follow, longer statutes are summarized. Brief laws may be spelled out verbatim. Readers who are particularly interested in a particular law will want to refer to the law’s exact wording.

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PART 1: DISTRIBUTIONS OF THE STATE SCHOOL FUND

School Fund Distribution Formula & Grants – ORS chapter 327The way Oregon distributes the legislatively appropriated funding for K-12 schools is commonly referred to as the State School Fund (SSF) Distribution Formula. Oregon’s distribution formula, along with its funding grants that fall outside the formula, consider poverty both explicitly and implicitly.

The distribution formula seeks to provide districts across the state with about the same dollar amount of funding per student weight in an attempt to make education funding equitable, regardless of the community’s economic status. Students with higher needs receive extra weights in the formula, with students in poverty receiving an extra .25 weight.

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HB 2665: The Department of Education shall conduct an evaluation of the means by which the impact of poverty on educational attainment is addressed by state law. The study shall include an analysis of:(a) Distributions of the State School Fund.(b) Standards for equivalency in opportunities to learn

across neighborhoods and economic circumstances.(c) Efforts to mitigate disparities in opportunities that are



Prior to the development of the distribution formula in 1991 (prompted by the passage of Ballot Measure 5), schools were largely dependent on local property taxes. Revenue for school districts varied significantly throughout Oregon. Economically-depressed counties, or areas with tax-exempt properties, could not raise the same amount of revenue as other counties. What were acceptable differences in funding per student prior to 1991 were deemed unacceptable following the passage of Ballot Measure 5 and the shift to state funding. With the state primarily responsible for funding education, the state needed to ensure a level of parity. A new measure of fairness was implemented, influenced by school finance court cases.14

The SSF distribution formula15 is the statutory definition of fairness applied to the financial needs of school districts. Using school district revenue data, the K-12 equalization formula determines an equalization funding for each district. This funding level is each school district’s share of available SSF dollars and local revenue used in the formula. SSF dollars for each district make up the difference between the district’s equalization funding and its local revenue.16

Local revenues are combined with state revenues such that students across the state receive about the same amount of dollars to fund their education (see chart below; most districts hover at the $6000 per student weight amount). If local revenues are low, state aid is high to compensate. While variations still exist, equalization has largely been achieved.

Table 1.1 Formula Revenue per Student Weight (ADMw) by School District (2009-10)

14 Legislative Revenue Office. K-12 and ESD School Finance, State School Fund Distribution. Research Report #2-10. July 2010. 15 HB 2506 (2013) created a task force to review the distribution formula and whether it helped or hindered meeting education goals and possibly make recommendations for changes to it. 16 Legislative Revenue Office. K-12 and ESD School Finance, State School Fund Distribution. Research Report #2-10. July 2010.

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$0

$1,000

$2,000

$3,000

$4,000

$5,000

$6,000

$7,000

One of the goals of the new funding formula was funding equity for students. Students in Harney County should have access to a similar academic program as those students in Multnomah County. To reach that goal, state funding was increased in some districts and frozen in others.

The formula was the primary measure of equity used in school finance in 1991. Funding equity per student may generally provide for similar educational programs and opportunities. However, funding equity does not necessarily result in equal educational offerings, results, or achievement levels.17

Important elements of the formula are its student weights (ORS 327.013).18 The formula assumes that some students will require more services than others, and therefore, will cost more to educate than others. The weights are all student-characteristic driven and provide additional funding for those students. A number of weights exist, including one for students in poverty.

NOTE: The School Funding Distribution Formula directs how the Oregon Department of Education distributes the funds to school

17 Ibid.18 NOTE: While districts receive student weights, they are not required by law to spend the weights on the students in the respective categories.

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districts. School districts are not instructed in how to spend the funds, with the exception of a relatively small amount distributed as categorical grants. For example, school districts do not have to spend the additional weighting they receive for poverty on students in poverty.

Oregon Statutes – Explicit Identification of Poverty

ORS 327.013(1)(c)(A)(v)(I)19 - Student weights: Students 5-17 years old in poverty families (as defined by statute and administrative rule) receive an additional .25 weight in the SSF distribution formula. (Children in foster homes and children in state-recognized facilities for neglected and delinquent children are counted as impoverished students.) If each single ADMw (weighted student) receives $685220 in SSF, then for a student weighted 1.5, a district would receive $10,278.

ORS 327.297 - Grants for Activities Related to Student Achievement: This statute lays out a number of activities eligible for funding through this grant. The activities are those that improve student achievement, including “programs to improve a student achievement gap between student groups identified by culture, poverty, language and race and other student groups.” Activities include increases in instructional time including summer and before-and after-school programs; programs to improve a student achievement gap between student groups identified by culture, poverty, language and race; class size reduction, remediation, mentoring, and early childhood programs; and at-risk youth.

ORS 327.520 – 540 - Child Nutrition Programs: These programs provide meals to low income children or those attending a school in which 50% or more of those enrolled are low income. Children who are homeless, runaways, receive Migrant Education Support, or are living in a household that is on the Temporary Assistance for Needy Families (TANF) program or

19 HB 2098 (2013) will allow the Department of Education to update its poverty calculations. 20 Estimated statewide average amount per ADMW for 2014-15.

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the Supplemental Nutrition Assistance Program (SNAP), and those children who are in a Youth Corrections Education Program or Juvenile Delinquent Education Program automatically qualify for free meals regardless of the income or family size. Foster children and children who live in households that are on the Food Distribution Program on Indian Reservations (FDPIR) also qualify for free meals.

ORS 327.535 - School breakfast program: School districts are directed to provide breakfast at any school site where lunch is served if 25% or more of the students at the site are eligible for free or reduced price lunches. Federal income guidelines are used to determine eligibility.21 A school district that makes breakfast accessible at any school site shall make breakfast accessible at that school site at no charge to all students who are eligible for free or reduced price lunches. For each breakfast that a school district provides free of charge to a student who is eligible for a reduced price lunch, the Department of Education shall provide reimbursement to the school district for the actual amount that a student would have been required to pay for the reduced price breakfast.

ORS 327.540 – School afterschool meal and snack program: The Department of Education is directed to assist school districts, government agencies, and community groups to encourage participation in the USDA’s Afterschool Meal and Snack Program and may award grants not to exceed $20,000 to purchase necessary equipment and services.

Oregon Statutes – Implicit Identification of Poverty

A number of the weights in the school funding formula are not directly tied to poverty but do disproportionately affect impoverished students.

21 In Oregon, for 2013-14, a household of four may not exceed an annual income of $41,348 for reduced price meals; for free meals, the income cap is $29,055.

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ORS 327.013(1)(c)(A)(ii) – ELL Student Weight: Approximately 85% of students learning English live in poverty. Under the formula, ESL students receive an additional weight of .5.

ORS 327.013(1)(c)(A)(v)(II)- Foster home student weight: Students in foster homes receive an additional .25 weight. The foster home student count comes to ODE from the Department of Human Services as an aggregate by district and the total estimated number for student in foster care for 2013-14 is 2,829.

ORS 327.013(1)(c)(A)(v)(III) - Neglected & Delinquent: Students in state-recognized facilities for neglected and delinquent children receive an additional .25 weight. For 2013-14, districts claimed the additional weight for 738 students.

ORS 327.013(3), 327.033, 327.043 – Transportation Grant: By providing transportation to school, state law recognizes that not all parents have the resources (time, money) to transport their students to school. The transportation grant eliminates a hurdle for those of reduced means.

ORS 327.026 – Youth Corrections Education Program and Juvenile Detention Education Program weight: All incarcerated students are automatically eligible for the USDA free and reduced school lunch program. Students in a Youth Corrections Education Program are given an additional weight for a total of two weights. Students in a Juvenile Detention Education Program are given an additional half weight for a total of 1.5.

ORS 327.023(10) – Grants for special and compensatory education programs: Directs ODE to provide grants in aid or support for special and compensatory education programs, including “disadvantaged children program under ORS 343.680.”

ORS 327.082, 327.106 - Kindergarten: Studies have shown that children in poverty are often not ready for school, so they begin

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their school life already behind. Kindergarten helps prepare all children for school, but there is general acknowledgement that impoverished kids particularly benefit from kindergarten. Until recently, the state only funded school districts for a half-day of kindergarten. State law was changed in 2011 (SB 248) to allow school districts to be funded for full-day kindergarten. That law becomes operative on July 1, 2015.

ORS 327.297 Grants for activities related to student achievement: Activities include increases in instructional time including summer programs and before-and after-school programs, services to at-risk youth, programs to improve a student achievement gap between student groups identified by culture, poverty, language, and race and other student groups.

ORS 327.320-.330 - School Facility Improvement Fund: In addition to building new schools, some districts do not have the financial means to maintain and remodel existing buildings. Under this law, districts may apply for grants up to $500,000 for the purpose of construction and maintenance of public school facilities. Criteria shall include, but not be limited to, building age, overcrowding, and health and safety concerns. This program has not been funded recently.

ORS 327.345 - English as a Second Language Teacher Training Grants: Approximately 85% of ESL students are impoverished. In addition to the student weighting described above, the legislature created a grant program for school districts in which 3% or more of the students enrolled are ESL students; or districts that serve ESL students or bilingual students within a large geographic area in the district; or districts that experience a rapid growth of ESL students; or districts that can demonstrate an extraordinary need for ESL teachers or training for ESL teachers.

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PART 2: EQUIVALENCY IN OPPORTUNITIES TO LEARN ACROSS NEIGHBORHOODS & ECONOMIC CIRCUMSTANCES

Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery.

Horace Mann

Horace Mann, the Massachusetts secretary for the board of education (1837), believed that by bringing children of all classes together, they could have a common learning experience; such an education would equalize the conditions of men. This value continues today and is the foundation of a public education.

This section of the report includes those laws that exist to mitigate reduced opportunities to learn due to geography, student characteristics, and economic circumstances. All students in Oregon are entitled to equitable opportunities to learn, whether

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HB 2665:The Department of Education shall conduct an evaluation of the means by which the impact of poverty on educational attainment is addressed by state law. The study shall include an analysis of:

(a) Distributions of the State School Fund.(b) Standards for equivalency in

opportunities to learn across neighborhoods


their school is in a rural area, an urban area, a suburban area, or an incarcerated environment. All students deserve to have similar learning opportunities whether they come from different countries and cultures; whether they have handicapping physical conditions or learning disabilities; or whether they come from disadvantaged backgrounds. The Governor, the Chief Education Officer, and the Deputy Superintendent of Public Instruction are focusing on early learning and early interventions as the best strategy to get students on track as well as the most cost-effective in the long-term .

To this end, the Governor and Legislature have created the Early Learning Council and Early Learning Division and placed the division under the leadership of the Oregon Department of Education. The goal of this governance change is to emphasize the education mission of the Early Learning Council and better align the education and social service sectors so the whole child is better served in an integrated and coordinated manner. The Youth Development Council, which focuses on preventing and treating juvenile crime, was similarly relocated to the department.

The goals of the Oregon Early Learning System are to prevent child abuse and neglect; improve the health and development of young children; promote bonding and attachment in the early years of a child’s life; support parents in providing the optimum environment for their young children; link and integrate services and supports in the voluntary statewide early learning system; ensure that children are entering school ready to learn; and ensure that parents have access to affordable, quality child care.22

Early learning programs, such as kindergarten and prekindergarten, enrich all children but are especially significant for those children without books at home or parents who have the time to read to them or engage in enrichment activities. 22 ORS 417.727.

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Not specifically called out in statute is the Oregon Education Investment Board’s commitment to consider recommendations for education change through an “equity lens.” The OEIB has adopted a list of core beliefs, such as “every student has the ability to learn” and “ending disparities and gaps in achievement begin in quality delivery.”23 Deputy Superintendent Rob Saxton created an Office of Education Equity to focus on building on research-based methods to improve the performance of students at risk of failure.

For purposes of this report, this phrase, “neighborhoods and economic circumstances,” was interpreted broadly to include neighborhoods of students with similar characteristics (e.g. special education or pregnant or parenting) and attempts to ensure equitable treatment of students regardless of income, race, ethnicity, gender, country of origin, or school district. There are no laws addressing funding equivalency among schools in a single district.

Oregon StatutesOregon law sets forth its goals for education—preparation for life and life-long learning—that have equity for all students at its core. Set forth below are those statutes that seek to address inequities in opportunities to learn. In some cases, the statutes are summarized and other times they are quoted. Portions of the law that relate to the equity issue are in italics by author.

HB 3232 (2013)The Oregon State Legislature enacted HB 3232 (2013) that directed the Oregon Education Investment Board to design and implement programs that make strategic investments to, among other goals, “close the achievement gap that exists between historically underserved student groups.”

HB 3232 directed the OEIB to establish the Oregon Early Reading Program to improve the readiness of children preparing

23 http://education.oregon.gov/Documents/Final%20Equity%20Lens%20Adopted.pdf25


to enter into kindergarten and improve the reading proficiency of students by the time the students complete the third grade. Third grade reading is a key indicator for success in school.

Another provision created a scholarship fund aimed at increasing access for underserved students to post-secondary institutions by paying for first-year college courses or accelerated college credit programs. The 2013 Legislature allocated $2.6 million for this purpose, and the Oregon Department of Education has used the state budget allocation to leverage the USDOE’s Test Fee Program funding to provide additional support to students taking Advanced Placement (AP) and International Baccalaureate (IB) examinations that may result in the students earning college credit. All AP and IB examination and registration fees will be paid for low-income public school students (see Appendix B).

Funds were also appropriated to the Department of Community Colleges and Workforce Development to educate and engage underserved or first-generation college-bound students and their families through counseling programs, parent advocacy, parent education, college visits, college initiatives, and assistance with obtaining financial aid.

Another provision of the bill sought to better connect underserved students to careers, particularly in science, technology engineering, and mathematics.

Education goals – ORS 329.015 (2) (Addresses issue broadly)The Legislative Assembly believes that the goals of kindergarten through grade 12 education are (a) to equip students with the academic and career skills and information necessary to pursue the future of their choice through a program of rigorous academic preparation and career readiness; (b) to provide an environment that motivates students to pursue serious scholarship and to have experience in applying knowledge and skills and demonstrating

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achievement; (c) to provide students with the skills necessary to pursue learning throughout their lives in an ever-changing world; and (d) to prepare students for successful transitions to the next phase of their educational development.

Characteristics of school system – ORS 329.025 (Addresses issue broadly)It is the intent of the Legislative Assembly to maintain a system of public elementary and secondary schools that allows students, parents, teachers, administrators, school district boards, and the State Board of Education to be accountable for the development and improvement of the public school system. The public school system shall have the following characteristics:

(1) Provides equal and open access and educational opportunities for all students in the state regardless of their linguistic background, culture, race, gender, capability, or geographic location;

(2) Assumes that all students can learn and establishes high, specific skill and knowledge expectations and recognizes individual differences at all instructional levels;

(3) Provides each student an education experience that supports academic growth beyond proficiency in established academic content standards and encourages students to attain aspirational goals that are individually challenging;

(4) Provides special education, compensatory education, linguistically and culturally appropriate education and other specialized programs to all students who need those services;

(5) Supports the physical and cognitive growth and development of students;

(6) Provides students with a solid foundation in the skills of reading, writing, problem solving and communication;

(7) Provides opportunities for students to learn, think, reason, retrieve information, use technology and work effectively alone and in groups;

(8) Provides for rigorous academic content standards and instruction in mathematics, science, English, history,

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geography, economics, civics, physical education, health, the arts, and second languages;

(9) Provides students an educational background to the end that they will function successfully in a constitutional republic, a participatory democracy and a multicultural nation and world;

(10) Provides students with the knowledge and skills that will provide the opportunities to succeed in the world of work, as members of families and as citizens;

(11) Provides students with the knowledge and skills that lead to an active, healthy lifestyle;(12) Provides students with the knowledge and skills to take

responsibility for their decisions and choices;(13) Provides opportunities for students to learn through a

variety of teaching strategies;(14) Emphasizes involvement of parents and the community

in the total education of students;(15) Transports children safely to and from school;(16) Ensures that the funds allocated to schools reflect the

uncontrollable differences in costs facing each district;(17) Ensures that local schools have adequate control of

how funds are spent to best meet the needs of students in their communities; and

(18) Provides for a safe, educational environment.Assessment of schools and school districts required – ORS 329.085To facilitate the attainment and successful implementation of educational standards . . . the State Board of Education or its designee shall assess the effectiveness of each public school, public charter school, and school district. The findings of the assessment shall be reported to the school or school district within six months. (2) The board shall establish the standards,

including standards of accessibility to educational opportunities, upon which the assessment is based. School district and school self-evaluations; local district continuous

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improvement plans; department’s technical assistance – ORS 329.095. . . The school districts shall ensure that representatives from the demographic groups of their school population are invited to participate in the development of local district continuous improvement plans to achieve the goals. (2) As part of setting local goals, school districts shall undertake a communications process that involves parents, students, teachers, school employees, and community representatives to explain and discuss the local goals and their relationship to programs under this chapter.

School district and school performance reports – ORS 329.105Student performance on state assessments give parents and the community at large feedback on how well their school is doing in educating all its students.

Policy on parental and community participation – ORS 329.125It is recommended but not required that: (1) School districts provide opportunities for parents or guardians to be involved in establishing and implementing educational goals and to participate in decision-making at the school site: (2) Employers recognize the need for parents or guardians and members of the community to participate in the education process not only for their own children but for the educational system; (3) Employers be encouraged to extend appropriate leave to parents or guardians to allow greater participation in that process during school hours; (4) School districts enter into partnerships with business, labor and other groups to provide workplace-based professional development opportunities for their educational staff; and (5) School districts enter into partnerships with recreation groups, faith-based organizations, social service and health care agencies, businesses, child care providers, and other groups that support children and families to create community learning centers for students, parents, and members of the surrounding community.

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Services for Children & Families at School Site – ORS 329.150 School districts may provide services for children and families at the school site. School districts may coordinate services with programs provided through and overseen by the Early Learning Council. To ensure that all educational and other services for young children and their families offer the maximum opportunity possible for the personal success of the child and family members, it is the policy of this state that the following principles be observed:

1. Services for young children and their families should be located as close to the child and the family’s community as possible, encouraging community support and ownership of such services;

2. Services for young children and their families should reflect the importance of integration and diversity to the maximum extent possible in regard to characteristics such as race, economics, gender, creed, capability, and cultural differences;

3. Services should be designed to support and strengthen the welfare of the child and the family and be planned in consideration of the individual family’s values;

4. Services should be designed to ensure continuity of care among car givers in a given day and among service plans from year to year;

5. Service systems should address the most urgent needs in a timely manner including health, intervention, and support services; and

6. Service providers and sources of support should be coordinated and collaborative, to reflect the knowledge that no single system can serve all of the needs of the child and family.

Community Learning Centers - ORS 329.156The Department of Education and the Department of Human Services shall support the development and implementation of a network of community learning centers across the state. Community learning centers shall be located in or near a school or a cluster of schools; involve parents in the care and education

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of their children; involve the local community in developing and overseeing community learning center programs; incorporate the principles of family support services; in partnership with the local school district board, create or designate an advisory committee to offer guidance on program development and implementation, with membership that is representative of the diversity of community interests, including representatives of businesses, schools, faith-based organizations, social service and health care agencies, cultural groups, recreation groups, municipal governments, community colleges, libraries, child care providers, parents, and youths.

Identification and coordination of existing resources – ORS 329.157Community learning centers shall promote identification and coordination of existing resources including the following services and activities: before-school and after-school enrichment activities linked with the school curriculum; (b) Youth development and service learning activities; (c) child care programs; (d) mentoring and tutoring programs; parent literacy and adult education programs; (f) prenatal and early childhood support programs; (g) parent education and support groups; (h) cultural activities and English as a second language programs; (i) school-to-work and workforce development programs; (j) intergenerational activities connecting senior citizens with children; (k) referrals for health care and other social and education services; (l) primary health care services, including immunizations, sports physicals and well-child checkups; and (m) counseling services.

Children & Families Long-Range Plans – ORS 329.165In consultation with the advisory committee for the Oregon pre-kindergarten program, the Early Learning Council, acting as the state advisory council for purposes of the federal Head Start Act, shall develop a long-range plan for serving eligible children and their families and shall report to each odd-numbered year regular session of the Legislative Assembly on the funds necessary to implement the long-range plan, including but not limited to regular programming costs, salary enhancements, and program

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improvement grants. The council shall determine the rate of increase in funding for programs necessary each biennium to provide service to all children eligible for the pre-kindergarten program. Each biennial report shall include but not be limited to estimates of the number of eligible children and families to be served, projected cost of programs, and evaluation of the programs.

Policy on early childhood and parenting education; funding goal – ORS 329.160It is the policy of this state to implement programs for early childhood education, for parenting education including instruction about prenatal care, for child-parent centers, and for extended Oregon pre-kindergarten programs.

Department to administer pre-kindergarten program; grants eligibility; coordination with other programs – ORS 329.175 The Department of Education shall administer the Oregon pre-kindergarten program to assist eligible children with comprehensive services including educational, social, health, and nutritional development to enhance their chances for success in school and life. Eligible children, upon request of parent or guardian, shall be admitted to approved Oregon pre-kindergartens to the extent that the Legislative Assembly provides funds.

Oregon Head Start Pre-kindergarten programs serve children 3-5 years old with the highest needs from families living at or below the federal poverty level. Children in foster care and children who are homeless are automatically income eligible. The program offers integrated services to support school readiness in the areas of early childhood education and development; child health and nutrition; and parent education and family support. There are 28 Oregon Head Start Pre-kindergarten programs receiving state funds. These programs serve children in all 36 counties in Oregon. Programs receive funding from the Federal Office of Head Start, the Oregon Department of Education, or both. A state and federal partnership agreement allows grantees to blend funding to

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provide a seamless, integrated program that is tailored to meet the needs of children and families in their community.

The 2013 Oregon Legislature approved a budget for Oregon Pre-kindergarten of $127,424,153 million for the 2013-15 biennium. When combined with federal and other funding sources, total OHS Pre-K funded enrollment for 2012-13 was 13,443. An estimated 12,545 of the enrollment slots were filled by children living at or below the federal poverty level. The remaining slots were filled by children with other identified risk factors.24

Table 1.2 Oregon Pre-Kindergarten ParticipationOregon Pre-kindergarten

School Year # of Children Eligible

# of Eligible Children Served

# of Eligible Children Not

Served

% of Eligible Children Served

% of Eligible Children Not

Served2006-2007 17,249 9,793 7,456 57.0% 43.0%2007-2008 18,154 11,325 6,829 62.4% 37.6%2008-2009 18,444 12,582 5,862 68.2% 31.8%2009-2010 17,894 11,938 5,956 66.7% 33.3%2010-2011 19,605 10,686 8,919 54.5% 43.5%2011-2012 19,605 12,523 7,082 63.9% 36.1%2012-2013 25,161 12,545 12,092 50.0% 50.0%

Pre-kindergarten Program Trust Fund – ORS 329.183The primary purpose of the trust fund is to assist eligible children with comprehensive services including educational, social, health, and nutritional development to enhance their chances for success in school and life. The trust fund may be listed on the Oregon income tax return for check-off pursuant to application made to the Oregon Charitable Check-off Commission.

Expansion of Oregon pre-kindergarten program- ORS 329.185When the federal Head Start program provides funding for programs for eligible children at or greater than the 1990-01 per child level, eligibility for the state funded Oregon pre-kindergarten program shall be expanded to include programs for children whose family income exceeds the federal Head Start limits or who are in an underserved or unserved age category.

24 2012-13 Oregon Report Card, p. 69. 33


Rules for Oregon pre-kindergarten program; grant applications – ORS 329.195The State Board of Education shall adopt rules for the establishment of the Oregon pre-kindergarten program. Rules shall require the Oregon pre-kindergarten program to provide for parental involvement and performance standards at a level no less than that provided under the federal Head Start program guidelines.

Child development programs; student-parent programs – ORS 329.385The Department of Education shall review applications for approval of child development programs and student-parent programs and may approve up to 20 child development and up to 20 student-parent programs after considering (a) the educational adequacy and type of programs; (b) the number of students and children who are to be served by the program; (c) the availability of trained personnel and facilities; (d) the need for the programs in the applying district.

Nationally Normed Assessment Contract – ORS 329.488This statute directs the Department of Education to contract with an entity that administers a 10th grade nationally-normed assessments to administer the assessments to Oregon tenth graders. The department reimburses the school district for the cost of the assessments. The public policy is to increase the number of students who see themselves as college material and attend college. While some students and their families simply do not consider college an option for them, the cost of the assessment precludes others from taking the test. This free assessment seeks to capture both groups.

Administration of Oregon Teacher Corps – ORS 329.765The Oregon Teacher Corps encourages the entry of certain persons into the teaching profession through the use of forgivable student loans for those who complete three years of successful teaching. Allowance shall be given for those applicants whom the commission determines to be in at least one of the following categories: (a) minority individuals; (b) prospective teachers in

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scarce endorsement areas; (c) prospective teachers who agree to teach in remote and difficult to serve school districts.

Early Success Reading Initiative – ORS 329.832 - .834This statute creates a program to identify struggling readers as early as kindergarten with a goal of creating a foundation of success for the student. Children who read below grade level after third grade are at significantly greater risk of truancy, school failure, criminal, and at-risk behaviors, early pregnancy, and substance abuse.

Special English Courses for Certain Children (English as a Second Language) – ORS 336.079Oregon law requires school districts provide specific courses to teach speaking, reading, and writing of the English language at kindergarten and each grade level to those children who are unable to profit from classes taught in English.

Kindergarten - ORS 336.092-.095Oregon law directs every school district to provide kindergarten facilities free of charge for kindergarten children residing in the district, by operating such facilities as the district or jointly with other districts, or by contracting with public or private providers as long as they conform to state standards. Requires school districts to offer half-day kindergarten and allows school districts and public charter schools to offer full-day kindergarten beginning with the 2015-16 school year -provides SSF (ADMw) distributions to match the school’s offering.

Parenting skills and child development course – ORS 336.107School districts are encouraged to develop a course of study to instruct high school students on parental skills and child development.

Gang Involvement, Violent Activities, & Drug Abuse Reduction – ORS 336.109This statute encourages school districts to develop and adopt a comprehensive policy to reduce gang involvement, violent

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activities, an drug abuse by public school students in the school district. The district is encouraged to include in the policy an evaluation of the extent and nature of gang activity; its impact; the need to reduce activity; strategies to reduce the activities; use of conflict resolution skills; and communication of the policy.

Multicultural Education – ORS 336.113Directs the Superintendent of Public Instruction to direct the Department of Education to increase efforts to increases awareness of the diversity of Oregon students in a number of ways:Evaluate the distribution of ethnic, racial, and cultural backgrounds of the public school students of Oregon and the use of demographic data by school districts for curricula and program planning as reflected in district continuous improvement plans; examine strategies to inform school district boards, school administrators, teachers, parents of students, and the public about multicultural and diversity laws and policies; identify and review exemplary multicultural curricula for different grade levels based on the needs of Oregon’s public school students; identify and review strategies to integrate a multicultural education program with other education programs of school districts; and evaluate how current laws on diversity and multicultural education are being implemented and applied at the state and school district levels.

Adult Education Classes – ORS 336.145Any district school board may establish classes for adult education and employ personnel for the purpose of establishing and maintaining classes for adults on the fundamental principles of democratic government, English language, citizenship, public affairs, arts and crafts, general cultural subjects, adult recreation, and other subjects.

Extended Educational Experiences – ORS 336.175District school boards may offer extended educational experiences through public and private community agencies when such experiences can be provided by the agencies more appropriately or at a lesser cost.

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Farm-to-School – ORS 336.431When making grants to school districts for the purchase of Oregon food products, preference is given to those programs that, among other criteria, serve a high percentage of children who qualify for free or reduced price school meals under the USDA’s National School Lunch Program.

Community Schools – ORS 336.505 – 336.525A “community school program” means a program that fosters citizen involvement and provides educational, recreational, cultural, and related services to the community. The policy set forth is that “the Legislative Assembly finds that the community school is an expression of the philosophy that the local school is most effective when it involves the people of that community in programs designed to fulfill their needs and interests while increasing the community’s use of personnel, buildings, equipment, and other public educational resources.” Local advisory committees shall make recommendations to district school boards and local administrators.

Youth Care Centers – ORS 336.580Every child at a youth care center (defined in ORS 420.855) is entitled to receive appropriate education suited to the needs of the child in the least restrictive environment in which the child can function until the child is no longer of compulsory school age or receives a high school diploma or an equivalent. Youth care centers are defined as a facility established and operated by a public or private agency or a combination thereof, primarily to provide care and rehabilitation services for youths committed to the custody of the youth care center by the juvenile court or placed by the youth authority (ORS 420.855).

Juvenile Detention Education Programs – ORS 336.585The Department of Education is directed to provide, or cause to be provided, an appropriate education for children enrolled in an educational program under the Juvenile Detention Education Program. The department may contract with a school district or ESD for this education. The State Board of Education is directed to

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adopt standards for the Juvenile Detention Education Program. A “juvenile detention education program” means the provision of educational services to youths lodged overnight who receive educational services on consecutive days within a detention facility (ORS 326.695).

Youth Corrections Education Programs – ORS 336.590The Department of Education shall provide or cause to be provided appropriate education for children enrolled in an educational program under the Youth Corrections Education Program. The department may contract with a school district or ESD for this education. The State Board of Education is directed to adopt standards. “Youth Corrections Education Program” means the provision of educational services to youths in youth correction facilities (ORS 326.695).

Alternative Education Programs – ORS 336.615 – 336.665“Alternative Education Program” is defined to mean 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. Such programs are to be flexible as to environment, time, structure, and pedagogy. The State Board of Education is directed to adopt standards for private alternative education programs. Private alternative education programs must register with the Department of Education. Programs must be evaluated annually.

Pregnant & Parenting - ORS 336.640State law directs the State Board of Education procedures for obtaining special services for pregnant and parenting students. The school district is obligated to inform pregnant and parenting students and their parents of the availability of special services such as counseling, life skills and parenting education, child care, transportation, career development, and health and nutrition services; the resources provided by other agencies such as health and social services; scheduling education programs to address the individual learning styles and needs of pregnant and parenting students; and develop individualized educational programs or services to address the needs of pregnant or

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parenting students when their needs are not met by the regular school program. When such individualized programs are provided to pregnant and parenting students, districts receive and extra 1.0 weight in the state funding formula.

Traffic Safety – ORS 336.807The Department of Transportation reimburses a public school for the cost of providing a course in traffic safety education. The Department of Transportation shall reimburse the Department of Human Services for the cost of providing a course of traffic safety education that is certified by ODOT and provided to children in the legal custody of the Department of Human Services and in foster homes.

Charter School Waiver – ORS 338.025Upon application, the State Board of Education may waive certain charter school statutes if the waiver promotes the development of programs by providers; enhances the equitable access by underserved families to the public education of their choice; extends the equitable access to public support by all students, or permits high quality programs of unusual cost.

Equitable Access to a Virtual Charter School – ORS 338.120, 338.125Among other requirements for a virtual charter school, such a school must have “a plan to provide equitable access to the education program of the school by ensuring that each student enrolled in the school has access to, and use of, computer and printer equipment as needed and is offered an internet service cost reimbursement arrangement. This plan must also include access to the computer, printer, and internet service by students who are from families that qualify as low-income under Title I of the federal Elementary and Secondary Education Act of 1965. In addition, virtual charter schools are prohibited from limiting student enrollment based on race, religion, sex, sexual orientation, ethnicity, national origin, disability, the terms of an individualized education program, income level, proficiency in English, or athletic ability.

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Charter School Transportation – ORS 338.145A school district in which a charter school is located is responsible for transporting public charter school students if the student is a resident; however, the district does not have to extend or add bus routes. Students that reside outside of the district may use existing bus routes.

Charter School Poverty Funding Adjustment – ORS 338.157For purposes of calculating the weighted average daily membership of a public charter school, it shall be assumed that the public charter school has the same percentage of children in poverty families as the school district and this additional amount shall be added to the ADM of the public charter school.

Charter School Special Education Funding Adjustment – ORS 338.165Students enrolled in a charter school who qualify for special education programs and related services are considered students of the district in which the charter school is located. For those students, an additional amount shall be added to the ADM of the public charter school; the amount is to be divided between the sponsoring district, who maintains responsibility for providing services, and the public charter school. (Cindy check this)

Admission of students; waiver; denial – ORS 339.115Except as provided in ORS 339.141, the district school board shall admit free of charge to the schools of the district all persons between the ages of 5 and 19 who reside within the school district. A district must admit an otherwise eligible person who has not yet attained 21 years of age if the person is receiving special education services and has not yet received a high school diploma or is receiving special education services and has received a modified diploma, an extended diploma, or an alternative certificate. A district may admit an otherwise eligible person who is not receiving special education and who has not yet attained 21 years of age if the person is shown to be in need of additional education in order to receive a high school diploma.

Correctional Facilities – ORS 339.129

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A school district shall provide or cause to be provided appropriate education for children placed in a local or regional correctional facility located in the school district. A “local correctional facility” is defined to mean a jail or prison that is maintained and operated by a county or city and holds persons for more than 36 hours (ORS 169.005). A “regional correctional facility” means a correctional facility operated pursuant to an agreement among cities or counties or the state with cities or counties and used to house prisoners having either pretrial or post-trial status (ORS 169.630).

Residency of a Child with Disability – ORS 339.134A child with a disability shall be considered a resident for school purposes in the school district in which the child’s parent or guardian resides if the child is voluntarily placed outside the child’s home by the child’s parent or guardian; if the child’s parent or guardian retains legal guardianship of the child; if there is a plan for the child to return home; if the placement is within 20 miles by the nearest traveled road from the original school building; and if the child’s parent or guardian and the school staff can demonstrate that it is in the best interest of the child to continue to attend the school the child was attending prior to the placement.

Tuition Prohibited – ORS 339.141School district boards and public charter schools are prohibited from charging tuition to any resident pupil enrolled in the regular school program. Tuition may be charged for educational programs, classes, or courses of study that are not part of the regular school program.

When Tuition Authorized – ORS 339.147No school district or public charter school shall require tuition for courses not part of the regular school program (except for traffic safety education) from a pupil who is a member of a low-income family in an amount in excess of what the low-income family may receive as money specifically to be used for payment of such tuition. “Low-income family” means a family whose children qualify for free or reduced price school meals. A family that does

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not qualify as a low-income family may request a waiver of the tuition if they believe the tuition would pose a hardship.

Any parent or guardian who believes that payment of any fee poses a severe hardship may request the district school board or public charter school to waive payment of the fee and the feeshall be waived upon a finding of hardship.

No district school board of public charter school shall impose or collet fees from any student who is a ward of a juvenile court, the Oregon Youth Authority, or the Department of Human Services unless funds are available in the court’s budget, the OYA’s budget, or the department’s budget.

Prohibition of certain fees as condition of admission; allowable fees – ORS 339.155A school district may not require payment of fees as a condition of admission to those pupils entitled to free admission.

Child with disability continues to be entitled to free appropriate public education if removed for disciplinary reasons; due process procedures – ORS 339.252A child with a disability continues to be entitled to a free appropriate public education if the child has been removed for disciplinary reasons from the child’s current educational placement for more than 10 school days in a school year. Federal special education due processes apply.

Expanded Options Program - ORS chapter 340The Expanded Options Program was created to assist high school students earn college credit and increase the number of at-risk students earning college credits or preparing to enroll in public community colleges and universities. “At-risk student” is defined as a student who qualifies for a free or reduced lunch program or otherwise defined by the State Board of Education. The school district pays for the college courses.

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ORS 340.015(3) directs school districts to establish a process to ensure that all at-risk students and their parents are notified about the Expanded Options Program.

ORS 340.080(4) directs school districts to ensure that all eligible students who are at-risk to participate in the program if a district has more eligible students who wish to participate than allowed under the credit hour cap.

ORS 340.083(1) allows school districts to request a waiver from offering the Expanded Options Program if compliance would adversely impact the finances of the school district or if the school does all of the following:

1. Offer a dual credit program, a two-plus-two program, an advanced placement program, an International Baccalaureate program or any other accelerated college credit program AND

2. Ensure that at-risk students who participate in the accelerated college credit programs are not required to make any payments for participation in the programs AND

3. Has a process for participation that allows all eligible at-risk students to participate and allows at-risk students to earn the number of credit hours established by the State board of Education or has a process for increasing the participation rate of eligible at-risk students.

ORS 340.320 directs the Department of Education to administer a grant program to assist students in paying for books, materials, and other costs, other than test fees, related to accelerated college credit programs.

Minority Teacher Act – ORS 342.433-449Minority students make up approximately 36 percent of Oregon school enrollment, yet minority teachers only account for 8.5 percent of Oregon teachers.25 Minority students tend to benefit from teachers with similar backgrounds and these teachers of color serve as role models for all children and role model a future 25 Source: Oregon Department of Education. Teacher count taken on Dec 1, 2013 and student count on Oct. 1 2013.

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career path. A statutory goal is that by July 1, 2015, the number of minority teachers, including administrators, employed by school districts and education service districts shall increase ten percent as compared to July 1, 2012.26 The Oregon Education Investment Board must report on the progress toward this goal.

School Nurses – ORS 342.455-.495While school nurses assist all students, their assistance is likely to be more keenly felt by families who lack medical insurance or a regular physician. The mission of the National Association of School Nurses is to improve the health and academic success of all students.

Special Education – ORS chapter 343A community of school children includes those with special needs. ORS chapter 343 is dedicated to this student population. Because that population does not seem to be the focus of HB 2665, more detail on this point will not be provided unless a clear poverty link exists.

Talented and Gifted Students – ORS 343.391 -.413The purpose of this section of law is to facilitate the identification and education of talented and gifted children, 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 potential.

Disadvantaged Children - ORS 343.650 - .680School districts may provide equipment, special classes, special instruction, extracurricular programs, camp and recreation programs, testing and research programs, counseling and guidance programs, transportation, orientation programs, nursery schools and kindergartens, and the construction and use of special schools for the educational needs of disadvantaged children where the regular school program is inadequate. “Disadvantaged children” means children who in their backgrounds are socially or culturally deprived to such a degree 26Language updated by SB 755 (2013).

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that without supplemental facilities and services they cannot profit in the regular school program to the same extent as children with normal backgrounds.

Migrant Children - ORS 343.810-.835School districts may establish summer programs for migrant children to supplement the regular school program and instruct in those educational areas in which the migrant child needs special help.

Department duties for programs for students with moderate to severe intellectual disabilities – ORS 343.923The Oregon Department of Education shall supply the Department of Human Services with information concerning all students with moderate to severe intellectual disabilities who are 15 year of age and older, which the Dept. of Human Services needs to serve and plan for their transition to adult living and work situations.

Responsibility for costs of education of children in day and residential treatment programs – ORS 343.961The Department of Education is responsible for payment of the costs of educating students in eligible day treatment programs and eligible residential treatment programs by contracting with the school district in which the program is located. The school district in which an eligible day treatment or residential treatment program is located is responsible for providing the education of a student.

Policy on career and technical education and employment training – ORS 344.055Access to career and technical education should be facilitated. Provisions should be made to meet the needs of women, minorities, disadvantaged, or persons with disabilities, and others who have special training needs.

Programs for Persons Who Are Blind or Deaf – ORS chapter 346ORS chapter 346 addresses that community of students who are blind or deaf and lays out the requirements for training and

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education schools. Included is the Blind and Visually Impaired Student Fund which assists students who are blind or visually impaired to receive appropriate resources and services in the communities where they live or other settings identified in the student’s individualized education program.

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PART 3: EFFORTS TO MITIGATE DISPARITIES IN OPPORTUNITIES THAT ARE PROVIDED OUTSIDE OF THE SCHOOL DAY OR SCHOOL YEAR

Researchers have suggested that one reason for the growing gap in achievement is that wealthy parents invest more time and money than ever before in their children (in weekend sports, ballet, music lessons, math tutors, and in overall involvement in their children’s schools), while lower-income families, which are now more likely than ever to be headed by a single parent, are increasingly stretched for time and resources. This has been particularly true as more parents try to position their children for college, which has become ever more essential for success in today’s economy.Sabino Kornrich, a researcher at the Center for Advanced Studies at the Juan March Institute in Madrid, and Frank F. Furstenberg,

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HB 2665:The Department of Education shall conduct an evaluation of the means by which the impact of poverty on educational attainment is addressed by state law. The study shall include an analysis of:

(d) Distributions of the State School Fund.(e) Standards for equivalency in opportunities to learn

across neighborhoods and economic circumstances.(f) Efforts to mitigate disparities in


found that in 1972, Americans at the upper end of the income spectrum were spending five times as much per child as low-income families. By 2007 that gap had grown to nine to one; spending by upper-income families more than doubled, while spending by low-income families grew by 20 percent.“The pattern of privileged families today is intensive cultivation,” said Dr. Furstenberg, a professor of sociology at the University of Pennsylvania.Meredith Phillips, an associate professor of public policy and sociology at the University of California, Los Angeles, used survey data to show that affluent children spend 1,300 more hours than low-income children before age 6 in places other than their homes, their day care centers, or schools (anywhere from museums to shopping malls). By the time high-income children start school, they have spent about 400 hours more than poor children in literacy activities, she found.HB 2665 asks whether Oregon has programs in place that mitigate these disparities. There are no statewide programs, although some federal and state grant funds may be used to fund before- and after-school programs.One initiative is the Schools Uniting Neighborhoods (SUN) Community Schools, which began in 1999. SUN programs bring together schools and community partners to positively affect student education success and family self-sufficiency through an integrated network of social and support services for youth, families, and community members. SUN Community Schools are located in elementary, K-8, middle, and high schools. The specific services offered depend on the needs of the school’s community. The goal is to address the spectrum of a student’s family needs. A typical SUN Community School opens early and provides breakfast and a place to do homework or an opportunity to participate in recreational or skill-building activities. During the school day, a site manager may work to identify student and

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family needs and work to connect the families with those services. Family members may take parenting classes or access health, food, clothing, mental health, or other social services. After school activities include academic, enrichment, and recreational activities. Students may receive dinner. In the evenings, the school becomes a community center and hosts a variety of activities. Funding SUN schools come from a variety of sources: city, county, state, school districts, non-profits, and businesses. There are 46 SUN schools in six districts across the Portland-Multnomah County areas. Federal funding supports after-school activities at SUN Community Schools as well non-SUN schools.

The 21st Century Community Learning Centers (21st CCLC) program, authorized under Title IV, Part B, of the Elementary and Secondary Education Act (ESEA) is designed to mitigate some of the disparities in opportunities and are provided outside the school day. This federal grant funding supports the creation of community learning centers (developed in partnership between a local educational agency, a community-based organization, and another public or private entity). These provide academic enrichment during non-school hours for students who attend high-poverty (greater than 50% Free & Reduced Lunch) and low-performing schools.27 The federal funds are awarded to state education agencies (SEAs), which make competitive awards to eligible local grantees to support out of school time learning programs for a minimum of three and a maximum of five years28. During the regular school year, ODE requires each 21st CCLC grantee to provide at least 12 additional weekly hours29. 21st CCLC

27 For more information see http://www2.ed.gov/policy/elsec/leg/esea02/pg55.html28 Grantees include but are not limited to local and/or regional education agencies, private and public non-profit organizations, for-profit organizations, institutions of higher education, faith-based organizations and city or county government agencies.29 Evidence indicates that children need ample extended learning time, based on federal analyses of 21st CCLC and other program evaluation data.

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http://www2.ed.gov/policy/elsec/leg/esea02/pg55.html


summer programs must provide at least 20 hours per week and continue at least four weeks.

Each round of Oregon grantees is funded for five years, with a maximum amount of $500,000 per year and minimum annual grant size of $100,000 for the 1st 3 years. Oregon grantees are level funded (100%) in years one, two, and three, with declining funding in years four (75%) and five (50%). In years four and five, programs are expected to maintain service levels equivalent to those provided in the first three years. Local grantees are also expected to make progress toward program sustainability.

2013-14 21st Century Community Learning Center (Title IV-B) Annual Budget Amounts$10,817,454 Total ODE Award from US ED, July 1, 2013

$10,276,581.30 95% Each state shall reserve not less than 95% of the amount allotted for Grant in Aid awards to eligible entities under subsection 4204

$216,349.08 2% SEA may not use more than 2% for (A) state administrative costs (B) … implementing peer review process for grant applications

$324,523.62 3% SEA may not use more than 3% for (A) monitoring & evaluation, (B) capacity building, training and technical assistance, (C) comprehensive evaluation of program effectiveness (directly or through contract), (D) training & tech. assistance to entities who are recipients of awards

Each entity that receives a 21st CCLC award may use the funds to carry out a broad array of before and after school activities (including during summer recess periods) that advance student academic achievement [see Sec. 4205 (a) –(b)]30.

In 2013-14, the Oregon Department of Education 21st CCLC is funding 19 grantees in their fifth and final year (serving 62 sites and 7,520 students) and 22 grantees in their first year (serving 97 sites & 14,545 students).

Since 2011, ODE’s 21st CCLC has collaborated internally with ODE’s subject matter experts to offer non-competitive and competitive supplements for Expanded Learning Opportunities in Science, Technology, Engineering, [Arts], and Math (STEM/STEAM) and English Language (EL).

ODE’s 2013 21st CCLC grant competition included three competitive application priority areas: STEM, EL, and Career &

30 http://www2.ed.gov/policy/elsec/leg/esea02/pg55.html#sec4205 50

http://www2.ed.gov/policy/elsec/leg/esea02/pg55.html#sec4205


Technical Education (CTE). ODE’s new 22 21st CCLC grantees that have begun in 2013 and will continue through 2018:

21 of 22 new grantees included STEM proposals approved in their program plans.

20 of 22 featured EL initiatives in their funded program plans.

19 of 22 included CTE funded initiatives in their community learning center applications.

15 of 22 new grantees included Summer Learning Programs for their five-year approved programs. These grantees are funded to serve 66 schools with 8,800 projected students31 participating for a minimum of 20 hours each week for a minimum of 4 weeks.

31 Centennial SD, David Douglas SD, Falls City SD, Hood River SD, Impact NW (serving Beaverton SD), Klamath Falls City SD, Lincoln County SD, McMinnville SD, No. Clackamas SD, Portland Public SD, Siuslaw SD, Springfield SD, Three Rivers SD, Umatilla SD, Woodburn SD.

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REFERENCESAnderson Moore, K., Redd, Z., Burkauser, M., Mbwana, K., Collins, A. (2009). Children in poverty: trends, consequences, and policy options. Child Trends Research Brief Publication #2009-11.Federal Policy Guidelines. Federal Register, Vol 79, 14, January 22, 2014, pp. 3593-4. Harvard University (2007). The timing and quality of early experiences combine to shape brain architecture. Working Paper 5; Center on the Developing Child, National Scientific Council on the Developing Child.Making the Grade: Assessing the Evidence for Integrated Student Supports (February 2014).Maxfield, Michelle (2013). The effects of the earned income credit on child achievement and long-term educational attainment. Michigan State University.Oregon Department of Education News Release State Board of Education Updates Poverty Calculation. January 23, 2014Oregon Center for Public Policy. What is poverty? 2014 Federal Poverty guidelines for the 48 contiguous states and the District of ColumbiaOregon Education Investment Board Oregon Learns – report to the legislature from the Oregon Education Investment Board. December 15, 20Shaefer, H. Luke & Edin, Kathryn (2012). Extreme Poverty in the United States, 1996 to 2011, National Poverty Center Brief #28.Kornrich, S. & Furstenburg, Frank (2007). Investing in Children: Changes in Parental Spending on Children, 1972 to 2007. Center for Advanced Studies in the Social Sciences , University of Pennsylvania.

United States Census Bureau. American Fact Finder (2012). Educational Attainment. Data Set: 2012 American Community Survey 1 year estimates.

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United States Senate Budget Committee. (2011). SBC with paper on education in America: It’s not about the money. Washington, DC. U. S. Department of Education, National Center for Education Statistics. (2012). National Assessment of Educational Progress at Grades 4 and 8.

U.S. Department of Education Institute of Education Sciences National Center for Education Statistics (2012). Reading, Math and Science Achievement.

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APPENDIX AFederal Compensatory Education 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 meet high academic standards. The Oregon Department of Education continues its commitment to develop processes that ensure that ESEA federal funds contribute to these opportunities. 32 Impoverished Oregon students are served through the following programs provided through the Elementary and Secondary Education Act:

Improving the Academic Achievement of the DisadvantagedTitle I-A Improving Basic ProgramsTitle I-B1 Reading FirstTitle I-B2 Early Reading FirstTitle I-C Migrant EducationTitle 1-D Neglected and Delinquent or At-Risk ChildrenTitle II-A Teacher QualityTitle II-B Mathematics and Science PartnershipsTitle II-C Troops to TeachersTitle II-D Enhancing Education Through TechnologyTitle III Limited English and ImmigrantTitle IV-A Safe and Drug-Free Schools and CommunitiesTitle IV-B 21st Century Learning CentersTitle V-A Innovative ProgramsTitle V-B Charter SchoolsTitle VI-A Funding FlexibilityTitle VI-B Rural Education InitiativeTitle VII Indian, Native Hawaiian and Alaska Native EducationTitle X McKinney-Vento Homeless Education Assistance Improvements

Elementary and Secondary Education Act (ESEA) Flexibility Waiver33

32 Oregon Report Card. P 1633 2011-12 Oregon Report Card, p 17

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The Elementary and Secondary Education Act (ESEA) was passed in 1965 as a part of the “War on Poverty.” The federal No Child Left Behind Act of 2001 was signed into law on January 8, 2002. This legislation reauthorized the ESEA, mandated new requirements for state-level funding, professional development of teachers, assessment of student performance, and reporting student and school information to parents and communities. In September 2011 the U.S. Department of Education invited states to request flexibility regarding specific requirements of the No Child Left Behind Act of 2001 in exchange for rigorous and comprehensive state-developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction. Oregon submitted its ESEA Flexibility Request in January 2012, and the request received federal approval in July 2012. With this approval, Oregon has been able to tailor the mechanisms of the ESEA to create a more accountable and responsive system that meets the needs of Oregon students and strengthens Oregon schools. As part of the federal ESEA Flexibility application, Oregon developed a new accountability system which uses multiple measures to rate schools. For high schools these measures include academic achievement, academic growth, subgroup growth, graduation rates, and subgroup graduation. For elementary and middle schools the first three measures are used. Schools receive an overall rating based on how well they are doing in each of these areas. Oregon used this system to identify 94 Oregon schools (34 Priority Schools and 60 Focus Schools) which will receive additional supports and interventions from the state to help increase student achievement and close persistent achievement gaps. Priority schools represent the lowest 5% of high poverty schools (Title 1) in the state according the new accountability system, while Focus schools are additional schools in the lowest 15% of high poverty schools in the state that have achievement gaps. The accountability system also identified 30 high poverty Model schools. These Model schools

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have been identified as examples of successful student outcomes and will serve as models and mentors to other schools around the state.As a requirement of ESEA, if a school receives funds from the federal government because of the high poverty levels of its students under Title IA Improving Basic Programs, schools are required to send letters to the parents of students who are being taught for four or more weeks by a teacher who is not designated as highly qualified. Throughout the United States, students in high-poverty schools are less likely than other students to be taught by a highly qualified teacher; in Oregon elementary students are more likely to be taught by highly qualified teachers in high poverty versus low poverty schools.34

34 2011-12 Oregon Report Card, p 18.56


APPENDIX BHB 3232 and USDOE Test Fee Program Funding 2013-2015The Oregon State Legislature passed HB 3232 during the 2013 Session and allocated $2.6 million to support “accelerated college opportunities (AP, IB, dual credit, early college).” To that end, the Oregon Department of Education has used the state budget allocation to leverage the USDOE’s Test Fee Program funding to provide additional support to students taking Advanced Placement (AP) and International Baccalaureate (IB) examinations that may result in the students earning college credit. All AP and IB examination and registration fees will be paid for low-income public school students. The State of Oregon will pay for AP Exams for the following:Student Category

Fee Assistance Available

Student Test Cost

*Low-income Public School or home school Student qualified to participate in the Test Fee Program

$28 fee reduction from The College Board

$20 Federal funding

$33 State funding

$8 (school gives up rebate)

$0

*Low-income Private School Student qualified to participate in the Test Fee Program

$28 fee reduction from The College Board

$20 Federal funding

$8 (school

$33

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gives up rebate)

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APPENDIX C2014-15 ESTIMATED POVERTY COUNTS BY SCHOOL

DISTRICT

Inst ID County District NamePoverty Count

Poverty Weights

2063 Lake Adel SD 21 3 0.752113 Malheur Adrian SD 61 45 11.251899 Benton Alsea SD 7J 27.68 6.922252 Yamhill Amity SD 4J 154 38.52111 Malheur Annex SD 29 20 52005 Gilliam Arlington SD 3 23 5.752115 Malheur Arock SD 81 4.58 1.1452041 Jackson Ashland SD 5 629.36 157.342051 Jefferson Ashwood SD 8 5 1.251933 Clatsop Astoria SD 1 395.83 98.95752208 Umatilla Athena-Weston SD 29RJ 71 17.751894 Baker Baker SD 5J 511 127.751969 Coos Bandon SD 54 148.86 37.215

2240Washington Banks SD 13 125.48 31.37

2243Washington Beaverton SD 48J 4887.08 1221.77

1976 Deschutes Bend-LaPine Administrative SD 1 2661.31 665.32752088 Lane Bethel SD 52 1417.02 354.2552095 Lane Blachly SD 90 30 7.52052 Jefferson Black Butte SD 41 5.54 1.3851974 Curry Brookings-Harbor SD 17C 305.04 76.261896 Baker Burnt River SD 30J 11.08 2.772046 Jackson Butte Falls SD 91 39.7 9.9251995 Douglas Camas Valley SD 21J 66 16.51929 Clackamas Canby SD 86 596.87 149.21752139 Marion Cascade SD 5 361.33 90.3325

2185Multnomah Centennial SD 28J 1427.45 356.8625

1972 Curry Central Curry SD 1 78.47 19.61752105 Linn Central Linn SD 552 149.1 37.2752042 Jackson Central Point SD 6 876.19 219.04752191 Polk Central SD 13J 612.44 153.111945 Columbia Clatskanie SD 6J 122.41 30.60251927 Clackamas Colton SD 53 38.77 9.6925

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2006 Gilliam Condon SD 25J 12.23 3.05751965 Coos Coos Bay SD 9 831.56 207.891964 Coos Coquille SD 8 172.49 43.1225

2186Multnomah Corbett SD 39 108 27

1901 Benton Corvallis SD 509J 902.2 225.552216 Union Cove SD 15 26.93 6.73252086 Lane Creswell SD 40 192.01 48.00251970 Crook Crook County SD 772 1932089 Lane Crow-Applegate-Lorane SD 66 74.16 18.542050 Jefferson Culver SD 4 206 51.52190 Polk Dallas SD 2 489.95 122.4875

2187Multnomah David Douglas SD 40 3584.65 896.1625

2253 Yamhill Dayton SD 8 191.15 47.78752011 Grant Dayville SD 16J 12 32017 Harney Diamond SD 7 2.75 0.68752021 Harney Double O SD 28 1 0.251993 Douglas Douglas County SD 15 40 101991 Douglas Douglas County SD 4 1445.64 361.412019 Harney Drewsey SD 13 2.35 0.58752229 Wasco Dufur SD 29 52.01 13.00252043 Jackson Eagle Point SD 9 968.47 242.11752203 Umatilla Echo SD 5 69 17.252217 Union Elgin SD 23 74.17 18.54251998 Douglas Elkton SD 34 28 72221 Wallowa Enterprise SD 21 78.57 19.64251930 Clackamas Estacada SD 108 311 77.752082 Lane Eugene SD 4J 3084.08 771.022193 Polk Falls City SD 57 32.06 8.0152084 Lane Fern Ridge SD 28J 303.86 75.965

2241Washington Forest Grove SD 15 1443.42 360.855

2248 Wheeler Fossil SD 21J 38 9.52020 Harney Frenchglen SD 16 3 0.75

2245Washington Gaston SD 511J 72.75 18.1875

2137 Marion Gervais SD 1 227.15 56.78751931 Clackamas Gladstone SD 115 306 76.52000 Douglas Glendale SD 77 80.72 20.181992 Douglas Glide SD 12 190.48 47.622054 Josephine Grants Pass SD 7 1481.98 370.4952100 Linn Greater Albany Public SD 8J 1737.54 434.385

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2183Multnomah Gresham-Barlow SD 10J 2174.7 543.675

2014 Harney Harney County SD 3 191.87 47.96752015 Harney Harney County SD 4 15.37 3.84252023 Harney Harney County Union High SD 1J 18.13 4.53252114 Malheur Harper SD 66 25 6.252099 Linn Harrisburg SD 7J 130.28 32.572201 Umatilla Helix SD 1 35 8.752206 Umatilla Hermiston SD 8 1071.76 267.94

2239Washington Hillsboro SD 1J 3062.37 765.5925

2024 Hood River Hood River County SD 714.29 178.57251895 Baker Huntington SD 16J 22 5.52215 Union Imbler SD 11 25 6.253997 Morrow Ione SD R2 11 2.752053 Jefferson Jefferson County SD 509J 769.34 192.3352140 Marion Jefferson SD 14J 189.29 47.32251934 Clatsop Jewell SD 8 17.97 4.49252008 Grant John Day SD 3 156.09 39.02252107 Malheur Jordan Valley SD 3 15.55 3.88752219 Wallowa Joseph SD 6 78.58 19.6452091 Lane Junction City SD 69 308.16 77.042109 Malheur Juntura SD 12 1.8 0.452057 Klamath Klamath County SD 1201.64 300.412056 Klamath Klamath Falls City Schools 900.62 225.1552262 Clatsop Knappa SD 4 78.05 19.51252212 Union La Grande SD 1 493.76 123.442059 Lake Lake County SD 7 166 41.51923 Clackamas Lake Oswego SD 7J 428.28 107.072101 Linn Lebanon Community SD 9 874.63 218.65752097 Lincoln Lincoln County SD 1342.19 335.54752012 Grant Long Creek SD 17 3.46 0.8652092 Lane Lowell SD 71 84.65 21.16252112 Malheur Malheur County SD 51 2.5 0.6252085 Lane Mapleton SD 32 65.54 16.3852094 Lane Marcola SD 79J 30.39 7.59752090 Lane McKenzie SD 68 82.66 20.6652256 Yamhill McMinnville SD 40 1422.05 355.51252048 Jackson Medford SD 549C 3117.1 779.2752205 Umatilla Milton-Freewater Unified SD 7 417.23 104.30752249 Wheeler Mitchell SD 55 10 2.51925 Clackamas Molalla River SD 35 276.95 69.23751898 Benton Monroe SD 1J 73.44 18.36

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2010 Grant Monument SD 8 7.46 1.8652147 Morrow Morrow SD 1 424.76 106.192145 Marion Mt Angel SD 91 103.52 25.881968 Coos Myrtle Point SD 41 229.42 57.3552198 Tillamook Neah-Kah-Nie SD 56 171.69 42.92252199 Tillamook Nestucca Valley SD 101J 93.57 23.39252254 Yamhill Newberg SD 29J 745.1 186.2751966 Coos North Bend SD 13 480 1201924 Clackamas North Clackamas SD 12 1915.73 478.93251996 Douglas North Douglas SD 22 64.52 16.132061 Lake North Lake SD 14 39.9 9.9752141 Marion North Marion SD 15 343.57 85.89252214 Union North Powder SD 8J 33 8.252143 Marion North Santiam SD 29J 322.49 80.62254131 Wasco North Wasco County SD 21 680.67 170.16752110 Malheur Nyssa SD 26 269.86 67.4651990 Douglas Oakland SD 1 170 42.52093 Lane Oakridge SD 76 161.49 40.37252108 Malheur Ontario SD 8C 896.27 224.06751928 Clackamas Oregon City SD 62 890.53 222.63251926 Clackamas Oregon Trail SD 46 449.13 112.28252060 Lake Paisley SD 11 23 5.75

2181Multnomah Parkrose SD 3 913.89 228.4725

2207 Umatilla Pendleton SD 16 532.97 133.24252192 Polk Perrydale SD 21 27 6.751900 Benton Philomath SD 17J 154.33 38.58252039 Jackson Phoenix-Talent SD 4 655.63 163.90752202 Umatilla Pilot Rock SD 2 61.22 15.3052016 Harney Pine Creek SD 5 1.88 0.471897 Baker Pine Eagle SD 61 48 122047 Jackson Pinehurst SD 94 5 1.252081 Lane Pleasant Hill SD 1 123.34 30.8352062 Lake Plush SD 18 0.86 0.2151973 Curry Port Orford-Langlois SD 2CJ 119.99 29.9975

2180Multnomah Portland SD 1J 7740.47 1935.1175

1967 Coos Powers SD 31 20 52009 Grant Prairie City SD 4 32.44 8.112045 Jackson Prospect SD 59 35 8.751946 Columbia Rainier SD 13 160.81 40.20251977 Deschutes Redmond SD 2J 1862.73 465.68252001 Douglas Reedsport SD 105 175.58 43.895

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2182Multnomah Reynolds SD 7 3521.44 880.36

1999 Douglas Riddle SD 70 134.56 33.64

2188Multnomah Riverdale SD 51J 39.91 9.9775

2044 Jackson Rogue River SD 35 236.43 59.10752142 Marion Salem-Keizer SD 24J 9221.14 2305.2852104 Linn Santiam Canyon SD 129J 112.44 28.111944 Columbia Scappoose SD 1J 355.3 88.8252103 Linn Scio SD 95 85 21.251935 Clatsop Seaside SD 10 297.54 74.3852257 Yamhill Sheridan SD 48J 207.93 51.98252195 Sherman Sherman County SD 44.54 11.135

2244Washington Sherwood SD 88J 324.08 81.02

2138 Marion Silver Falls SD 4J 689.85 172.46251978 Deschutes Sisters SD 6 138.35 34.58752096 Lane Siuslaw SD 97J 282.15 70.53752022 Harney South Harney SD 33 7.11 1.77752087 Lane South Lane SD 45J3 546.58 136.6451994 Douglas South Umpqua SD 19 410.99 102.74752225 Wasco South Wasco County SD 1 51.6 12.92247 Wheeler Spray SD 1 14 3.52083 Lane Springfield SD 19 2700.84 675.211948 Columbia St Helens SD 502 534.74 133.6852144 Marion St Paul SD 45 25.43 6.35752209 Umatilla Stanfield SD 61 106.95 26.73752018 Harney Suntex SD 10 4 12003 Douglas Sutherlin SD 130 300.18 75.0452102 Linn Sweet Home SD 55 435.87 108.96752055 Josephine Three Rivers/Josephine County SD 1363.85 340.9625

2242Washington Tigard-Tualatin SD 23J 1902 475.5

2197 Tillamook Tillamook SD 9 411.45 102.86252222 Wallowa Troy SD 54 0 02210 Umatilla Ukiah SD 80R 9.77 2.44252204 Umatilla Umatilla SD 6R 331.04 82.762213 Union Union SD 5 49.37 12.34252116 Malheur Vale SD 84 308.31 77.07751947 Columbia Vernonia SD 47J 88.32 22.082220 Wallowa Wallowa SD 12 36.03 9.00751936 Clatsop Warrenton-Hammond SD 30 188.07 47.01751922 Clackamas West Linn-Wilsonville SD 3J 611.67 152.9175

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2255 Yamhill Willamina SD 30J 133.94 33.4852002 Douglas Winston-Dillard SD 116 425.76 106.442146 Marion Woodburn SD 103 1880.9 470.2252251 Yamhill Yamhill Carlton SD 1 104.92 26.231997 Douglas Yoncalla SD 32 109.03 27.2575

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