Oregon education subcommittee hears community colleges’ budget request and program updates

The Education Subcommittee opened an informational hearing on Senate Bill 5525 on April 22 where community college representatives described local workforce programs and pressed for state funding to sustain current services.

John Wyckoff, deputy director of the Oregon Community College Association, told the committee that “community colleges work for communities,” describing colleges as “providing accessible and local education, community education, and a gathering place for the community.” Wyckoff reviewed career and technical education (CTE) programs, corrections education, apprenticeship pathways and newly authorized applied baccalaureate programs, and closed with a budget request he said would maintain current services.

Why it matters: Community colleges train large numbers of part‑time and working students in nursing, trades, early learning and behavioral health, and they operate programs inside correctional facilities. College leaders said state funding shortfalls limit wraparound student supports even as enrollment returns.

Wyckoff said the community college system’s “true current service level” is $920,000,000 for the next biennium and noted the governor’s recommended adjustment figure the presentation showed as $84,400,000. He warned that when enrollment increases in a downturn, colleges add instructors to meet demand while losing the support services that improve completion.

The committee heard extended examples of local programs. Holly Nelson, chief workforce innovation officer at Chemeketa Community College, described corrections education as a “three‑legged stool” of basic education (ABE/GED/ESOL), college credit and reentry supports, and said the college participated in a Second Chance Pell pilot that enabled some college credit inside prisons. Nelson said colleges serve multiple security levels in Salem and coordinate with workforce boards on Department of Labor grants to provide reentry services.

Jessica Porter, family and community engagement manager with the South Coast Early Learning Hub, described Southwestern Oregon Community College’s new behavioral health program, saying the college will launch a certificate and a two‑year degree this fall “despite not having any startup funds.” Porter told the committee her region has “47 open positions for behavioral health professionals,” some open more than six months.

Committee members and presenters also outlined several statewide innovations: a 2019 law allowing applied baccalaureates, three existing applied‑baccalaureate programs (leadership management, cybersecurity and business management), and a six‑college RN‑to‑BSN consortium designed to expand rural access by sharing curriculum, faculty and infrastructure. Nelson said the RN‑to‑BSN model intends to keep most instruction online while providing local in‑person wraparound supports.

Speakers highlighted student populations and completion barriers. Wyckoff noted that roughly 85% of credit‑bearing community college students take fewer than 12 credits (part‑time), which depresses per‑student revenue measured by full‑time equivalent (FTE). He described a shift to co‑requisite developmental models that enroll students directly in gateway college courses with companion supports rather than requiring multiple prerequisite classes.

Public testimony underscored the funding request. Adrienne Mitchell, president of the Lane Community College Education Association and vice president of the OEA Community College Council, asked the legislature to fund the Community College Support Fund at $920,000,000 for the next biennium, add $40,000,000 for part‑time faculty pay parity and increase the Oregon Opportunity Grant by $150,000,000. Mitchell said that, adjusted for inflation, state funding has stagnated since 1999 and cited student needs on food and housing insecurity surveys.

Committee business and next steps: committee co‑chairs Ruiz and Solman and staff said a follow‑up memo would address questions raised during the hearing. Wyckoff and others identified upcoming work to submit program applications to the Higher Education Coordinating Commission and to continue collaboration with the HECC and with workforce boards.

The meeting closed with the committee moving to scheduled public testimony.