Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Kpm Attendance Grow Your Own topic
No spam. Unsubscribe anytime.
ODE revises performance measures: shifts chronic absenteeism to regular attendance and adds Grow‑Your‑Own educator pipeline metric
Summary
ODE told the Ways and Means — Education committee it will replace a chronic absenteeism KPM with a regular attendance metric and add a Grow‑Your‑Own educator pipeline metric for 2025–27, while reporting steady but unequal progress on literacy and graduation indicators.
The Oregon Department of Education presented proposed Key Performance Measures (KPMs) for the 2025–27 biennium and reported 2023–24 performance trends at the March 25 Ways and Means — Education informational meeting.
Major changes and measures
- Regular attendance replaces chronic absenteeism: ODE proposed replacing the chronic absenteeism measure (students absent 10% or more of the year) with a strengths‑based “regular attendance” KPM that tracks the percentage of students present more than 90% of the school year. Targets set in the proposal include 85% for all students, 82% for students of color and 79% for students with disabilities in future years.
- Grow Your Own outcomes: ODE proposed a new KPM to measure the pipeline of locally trained educators. The metric will track students who complete a Grow‑Your‑Own high school program, enroll in education‑focused postsecondary programs, become certified or licensed, and enter teaching employment. ODE will collect baseline data during the 2024–27 window to set targets for the 2028–29 biennium.
- Early literacy and on‑track indicators: Officials reported steady progress on third‑grade reading proficiency targets and noted continued gaps for students of color and students with disabilities. Ninth‑grade on‑track and four‑year graduation rates were described as improving but not yet returned to pre‑pandemic levels.
Why it matters: KPMs guide legislative targets and inform investments. The switch to a regular attendance measure reflects an ODE emphasis on proactive engagement and supports local attendance interventions such as Every Day Matters funding and community‑based attendance advocates.
Questions and follow up
Committee members asked about setting equal targets for student groups. ODE responded that targets were set as realistic, incremental gains based on current baselines and that while the agency’s values favor equal proficiency, targets reflect feasible year‑to‑year improvements.
Ending
ODE said it will collect baseline data for the Grow‑Your‑Own metric over the next few years, continue reporting on attendance and literacy, and provide more detailed methodology on request.
