Oregon proposes to use a simple list of clearly defined, high-quality indicators.


The state has proposed using academic achievement, progress, graduation rate, English proficiency, and school quality, which includes chronic absenteeism, freshmen on-track, and a five-year high school completion rate. Each of these measures is clearly defined in the plan.


The state could better align its K-12 accountability goals around its college completion goal.


Given Oregon’s focus on ensuring all students graduate from high school, the state may want to reconsider the use of GEDs in its five-year completion rate, or assign graded weights for stronger outcomes. Since the state has articulated goals around college completion, the state could better align its K-12 accountability system with this goal by adding measures of postsecondary success (enrollment, remediation rates, etc.).

Similarly, Oregon is missing an opportunity to include measures of college and career readiness, such as Advanced Placement, International Baccalaureate, dual enrollment, or industry credentials. Those types of indicators can push high schools to increase rigor and equity in courses offered and would help align schools toward the state’s vision.


Oregon’s willingness to include science is a positive.


The plan notes that some workgroup members and stakeholders wanted results on the statewide science assessment to be included as an accountability indicator but that, since Oregon is developing a new science assessment to align with NGSS, the state won’t make a decision until a future date.


New Mexico


New Mexico proposed a high-quality list of meaningful indicators, including the growth of the lowest-performing students, extended-year graduation rates, chronic absenteeism, and a new college-readiness indicator.


Choose a state to see their plans around indicators: