statewide condition of education for oregon’s tribal members report

8/13/2019 Statewide Condition of Education for Oregons Tribal Members Report

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Statewide Condition of Education

for Oregons Tribal Members

January 2014

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2/25

2Condition of Oregon Tribal Education ECONorthwest January 2014

The Comparison Groups

Tribal Enrolled ODE-identified AI/AN All Other


3/25


Oregon Tribal Member Students by

Grade, SY 2011-12

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4/25


ODE Demographics, SY 2011-12

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5/25


Studentsby Region within Oregon,

SY 2011-12

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6/25


Eligibility for Free and Reduced Lunch,

SY 2011-12

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7/25


Special Education Designation,

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8/25


Chronic Absenteeism, SY 2011-12

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9/25


Mobility within School Year,

SY 2011-12

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10/25


Suspensions, SY 2011-12

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11/25


Average Suspensions per Student

with Suspension Record, SY 2011-12

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12/25


Math - Meet/Exceed, SY 2011-12

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13/25


Math Meet/Exceed by Region,

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14/25


Reading - Meet/Exceed, SY 2011-12

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15/25


Reading Meet/Exceed by Region,

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16/25


Average RIT Score Difference between Oregon Tribal

Member Students, ODE-identified AI/AN Students

and All Other Oregon Students, SY 2011-12

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17/25


Student Enrollment in Bottom 15% of State

Schools (Priority/Focus Schools), SY 2011-12

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18/25


Percent of Novice Teachers (less than three years

experience at start of school year) weighted by number

of students, SY 2011-12

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19/25


SY 2007-08 9thGrade HS Graduation Rates

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20/25


Post-Secondary Enrollment within 16 months,

2008-11 HS Graduates

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Average Student Density Distribution from Tribal Offices

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Road!network Distance (miles)

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Kernel Density of Road!network Distance to Schools from Tribal Offices


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Average Density Distribution from Tribal Offices

Two Example Tribes

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Policy Options to Consider

1. ODE should institutionalize data collection/exchange andcommit to producing an annual report on the condition ofenrolled Tribal members.

2. ODEs State Indian Education Specialist should monitor thepriority and focus school implementation process.

3. ODE should review race and ethnicity classification rulesand propose changes to strengthen clarity of performanceof Tribal students.

4. ODE should evaluate the characteristics of tribal studentswho are deemed in need of special education services.


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Policy Options to Consider - Continued

5. Tribes and state policymakers should partner withfoundations/nonprofits and develop a strategy to cut thechronic absenteeism rate in half. Plan should address

both household and school conditions.

6. Tribes and state policymakers should partner with non-profits to develop a plan for 100% mentoring coverage forstudents who are at-risk of dropping out.

7. Tribes and state policymakers should implement existingevidence-based policies to boost already promising

postsecondary enrollment rates.


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