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ERIC Number: ED347681
Record Type: RIE
Publication Date: 1992-Apr
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Oregon Education Act for the 21st Century: Implications for the Profession and Administrator Training.
Engel, Joanne; And Others
In 1991, the Oregon Legislature passed a landmark educational reform bill, the "Oregon Education Act for the 21st Century," providing for an extended school year, instructional accountability, establishment of state-funded, alternative learning centers, and a restructured high school program issuing certificates of mastery. High school as it is presently known could terminate at grade 10 in Oregon, and the role of business, industry, and the community colleges could be greatly expanded. This presentation outlines the bill in lay language to begin discussion of its implications for administrators and higher educators charged with program delivery responsibilities. The act requires: (1) periodic review and revision of common curriculum goals; (2) an "Oregon Report Card" submitted to district patrons and the legislature; (3) statewide accountability procedures; (4) a policy requiring parental involvement; (5) allocation of state monies for the 21st Century Schools Program and School Improvement and Professional Development Program; (6) a Distinguished Oregon Educators Program; (7) State Board of Education-developed educational choice models; (8) full funding for Head Start; (9) a directed study on developing an ungraded primary program; (11) an Early Childhood Improvement Program; (12) an advisory council appointed by the Superintendent of Public Instruction; (13) certificates of initial and advanced mastery; (13) child labor law reforms; and (14) a 220-day school year. Appendices explain and summarize the act and present its full text. (MLH)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Oregon; Oregon Education Act for the 21st Century 1991
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).