Reports & Research
List of reports and research with links to related documents
Report Name | Description | Year |
The purpose of the Educator Advancement Council (EAC) Grant Programs Report is to fulfill the request by the Legislature in House Bill 5014 (Legislative Fiscal Office’s budget report for HB 5014). This report includes a proposed Key Performance Measure (KPM) for Grow Your Own Partnerships for the 2025-27 biennium in consultation with the Legislative Fiscal Office and will be presented to the Legislature during the 2025 legislative session. The report also requires information on the current grant-in-aid programs funded by the EAC, including program description, program outcomes, the number of licensed or certified educators served and/or produced by a program, and program costs (administrative and per participant). 2023-25 is the second, full biennium of EAC program implementation. Data in this report is to date, as the biennium is still in process. | February 2025 | |
These briefs detail educator turnover in all REN member districts, ESDs, and schools between 2006-07 to 2022-23. These briefs are a regional companion to the state-wide Educator Equity Report released in summer 2024 and its contents provide REN-specific versions of some of the components of that report. In particular, this brief considers how educators’ turnover has varied over time, for different types of educators, and by their racial/ethnic background and experience. It also relates educators’ characteristics and their mobility to their school context. | 2024 | |
The Educator Advancement Council, on behalf of and in partnership with the Oregon Department of Education (ODE), Oregon Teachers Standards and Practices Commission (TSPC), and the Higher Education Coordinating Commission (HECC) announce the release of the 2024 Educator Equity Report. The 2024 Educator Equity Report is the ninth report published by the state education agencies since 2015 on educator workforce diversification efforts in Oregon. The 2024 Educator Equity Report highlights several key findings that underscore the ongoing bright spots and challenges in achieving a more diverse educator workforce in Oregon. | 2024 | |
2024 Building a Diverse Workforce Report prepared by University of California Irvine | This report supports the EAC and Oregon’s Minority Teacher Act (MTA) by providing insights into diversifying and sustaining Oregon’s educator workforce. It examines teacher turnover, the qualifications and career paths of new teachers, changes across different economic periods, and labor market outcomes for teachers who leave Oregon public schools. | 2024 |
The Oregon Educator Public Employment Report provides employment outcomes for licensure program completers within the Oregon Public School system. The report leverages data collected by the Oregon Teacher Standards & Practices Commission (TSPC) and the Oregon Department of Education (ODE) through the Oregon Longitudinal Data Collaborative (OLDC) program within the Higher Education Coordinating Commission. | 2023 | |
An updated review of the current research on recruitment and retention for educator diversity, recent data on the state of diversity in educator preparation and licensure programs, and recommendations at the state level for Oregon policymakers, state education agencies, and partners. | 2022 | |
A short update on teacher demographic changes from the 2010-2011 to 2020-2021 school years in Oregon, which shows increases in the number of teachers of color, particularly among teachers in the first five years of their careers. | 2022 | |
An updated review of the current research on recruitment and retention for educator diversity, recent data on Oregon’s educator workforce diversity, evidence of initiatives to create racially affirming and culturally sustaining environments among educator preparation and K-12 programs, and recommendations for Oregon policymakers and practitioners engaged in the continuous development towards an educator workforce that better reflects Oregon’s diverse K-12 student demographics. | 2020 | |
The report highlights the need for deep and critical engagement between one teacher's union and their internal work to build authentic relationships with Latinx and African American students, families and in school communities. This report documents the narrative experiences of students, educators, community members and one school district union engaged in racial equity work. | 2020 | |
A summary of the most recently available data on diversity in Oregon's educator workforce; promising practices for recruiting, preparing, hiring and retaining culturally and linguistically diverse educators; plans being implemented by public teacher education programs; and recommendations for achieving an educator workforce that more closely mirrors Oregon's K-12 student demographics | 2019 | |
Section 48 of HB 3427 required the state to develop a comprehensive, statewide approach aimed at redefining teacher preparation, learning, and retention for educators of color in Oregon. The report was published in December 2019 and approved by the legislature in 2020. | 2019 | |
HB 4044: Report on Educator Development and Student Achievement Gaps | As schools and districts in Oregon continue to work toward closing the achievement gaps among students from diverse backgrounds, an important aspect of the issue is understanding the recruitment, retention, mentoring, and professional development of Oregon educators in PK-12 schools serving students who are considered to have a higher probability of failing academically or dropping out of school when compared to other student groups. This report presents findings from an exploratory pilot study as per HB 4044 that was conducted by the Chief Education Office to examine this issue and recommend actionable steps by stakeholder groups. | 2019 |
A summary of the most recently available data on diversity in Oregon’s Educator workforce; promising practices for recruiting, preparing, hiring and retaining culturally and linguistically diverse educators; plans being implemented by public teacher education programs; and recommendations for achieving an educator workforce that more closely mirrors Oregon’s K-12 student demographics. | 2018 | |
House Bill 3216 directed the Chief Education Office (CEdO) to continue efforts focused on programs and practices supporting the achievement outcomes of students in poverty. This report provides recommendations for school districts in developing a process framework to support students in poverty. | 2018 | |
House Bill 4053, passed by the Oregon Legislature in 2018, is an additional step in the state’s effort to improve the transferability of accelerated learning credits. The bill requires an annual report on the transferability of accelerated college credit at Oregon’s public institutions of higher education, including the number and percentage of students who attempt to transfer a credit from an accelerated college credit program to an Oregon public post-secondary institution of education, and the number and percentage of students whose credits were accepted toward general education. The Chief Education Office was responsible for writing the report in 2018, in collaboration with the Higher Education Coordinating Commission (HECC), which collected the required data from the state’s 17 community colleges and seven public universities. | 2018 | |
Educator Advancement Council: Implementation Progress Report | This report provides an update on the work of the Chief Education Office to implement the Educator Advancement Council (SB 182). | 2018 |
This report provides an update on the progress of forming the Educator Advancement Council and beginning the work of creating the educator networks. This report also includes background information about past and current state efforts to support educators and diversify the workforce. | 2018 | |
A summary of the most recently available data on diversity in Oregon’s Educator workforce; promising practices for recruiting, preparing, hiring and retaining culturally and linguistically diverse educators; plans being implemented by public teacher education programs; and recommendations for achieving an educator workforce that more closely mirrors Oregon’s K-12 student demographics. | 2017 | |
Qualitative analysis following community engagement sessions with upwards of 1,000 key stakeholders closest to Oregon’s education system. | 2017 | |
Spanish qualitative analysis following community engagement sessions with upwards of 1,000 key stakeholders closest to Oregon’s education system. | 2017 | |
The Legislature directed the Oregon Department of Education (ODE), in collaboration with the Chief Education Office (CEdO), to prepare this report related to school district receipt and allocation of State School Fund revenue for students in poverty. | 2017 | |
A summary of the most recently available data on diversity in Oregon’s Educator workforce; promising practices for recruiting, preparing, hiring and retaining culturally and linguistically diverse educators; plans being implemented by public teacher education programs; and recommendations for achieving an educator workforce that more closely mirrors Oregon’s K-12 student demographics. | 2016 | |
The recommendations in this report are in response to the Governor’s Executive Order regarding equitable access to professional learning and supports for educators. | 2016 | |
The Chief Education Office (CEdO) commissioned this report on chronic absenteeism in Oregon schools to better understand this problem in general, to specifically hear from students and families most likely to be chronically absent, and to present recommendations for the State and local communities. The report, created in collaboration with Portland State University and the Coalition of Communities of Color, gathered data through 44 focus groups in seven communities across the State. | 2016 | |
A comprehensive set of strategies to advance applied learning opportunities for Oregon students in science, technology, engineering, arts, and mathematics education. | 2016 | |
A summary of the most recently available data on diversity in Oregon’s Educator workforce; promising practices for recruiting, preparing, hiring and retaining culturally and linguistically diverse educators; plans being implemented by public teacher education programs; and recommendations for achieving an educator workforce that more closely mirrors Oregon’s K-12 student demographics. | 2015 | |
Prepared for the HB 2968 (2015) workgroup, this document contains the most current facts about poverty in Oregon, a survey and analysis of the barriers associated with increasing academic achievement for students navigating poverty, and an identification of services beyond education that already exist. | 2015 | |
A review of the national discussion of student data privacy and use, an identification of key current questions for Oregon, a list of possible suggestions for states to pursue in order to improve their student data privacy policies, and a set of appendices that contain supplementary information necessary for the workgroup. | 2015 | |
The Legislature directed the Oregon Department of Education (ODE), in collaboration with the Chief Education Office (CEdO), to prepare this report related to school district receipt and allocation of State School Fund revenue for students in poverty. | 2015 | |
The Oregon legislature passed House Bill 3254 during the 2013 legislative session, charging the Oregon Education Investment Board (OEIB) with developing career pathways for educational assistants (EAs) to become licensed teachers. | 2014 | |
A summary of the most recently available data on diversity in Oregon’s Educator workforce; promising practices for recruiting, preparing, hiring and retaining culturally and linguistically diverse educators; plans being implemented by public teacher education programs; and recommendations for achieving an educator workforce that more closely mirrors Oregon’s K-12 student demographics. | 2014 | |
At the request of the Oregon Education Investment Board, this brief summary of related research is provided to consider what known benefits exist for options that can include Dual Credit, Dual Enrollment, advanced Placement, International Baccalaureate and Early College. | 2014 | |
At the request of the Oregon Education Investment Board, this report explains how educational policy makes can measure returns on educational investments. | 2014 | |
Passed during the 2013 Oregon legislative session, Section 1 of Senate Bill 222 (appendix A) established an Accelerated Learning Committee to examine methods to encourage and enable students to obtain credits while still in high school. | 2014 | |
Issue Brief: Disproportionate Discipline in Oregon's Public Schools | School discipline strategies and associated policies are receiving attention across the state; however, large numbers of students who display behaviors deemed inappropriate are still separated or removed. | 2013 |