The recent decision by the Oregon State Board of Education has raised concerns regarding the educational standards for high school graduates.
Until at least 2029, Oregon high school students will not be required to demonstrate basic mastery of reading, writing, or math to obtain their diploma.
This extension of the pause on the controversial graduation requirement, which began in 2020, was a unanimous decision by the board.
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Despite the desires of numerous Oregonians who called for the reinstatement of these standards, including former Republican gubernatorial candidate Christine Drazan, the board decided otherwise. The backlash against the lowered standard had already delayed the vote, initially scheduled for September.
Opponents argue that suspending this requirement diminishes the value of an Oregon diploma. They contend that providing additional instruction in writing and math to students with low academic skills, a response to the graduation rules, was beneficial.
However, leaders at the Oregon Department of Education and members of the state school board argue that requiring all students to pass standardized tests or complete teacher-judged assignments meeting state standards represented a harmful obstacle for historically marginalized students.
This requirement disproportionately affected students of color, those learning English as a second language, and students with disabilities. It often compelled them to take intensive senior-year writing and math classes, denying them the opportunity to pursue electives.
Additionally, there was no substantial evidence that this extra academic work improved their prospects in the workplace or at college.
The board emphasized that state-mandated standardized tests will still be administered to most Oregon high school students; however, these tests will no longer determine whether a student has the skills necessary to graduate.
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“We haven’t suspended any sort of assessments,” stated board member Vicky López Sánchez during the meeting. “The only thing we are suspending is the inappropriate use of how those assessments were being used. I think that really is in the best interest of Oregon students.”
Notably, Oregon lawmakers have mandated that families be informed annually of their option to exempt their students from taking state tests. A third of high school juniors did not take the tests last spring, meaning they and their families may not be aware of how they measure up against statewide academic standards.
Demonstrating proficiency in reading, writing, and math was one of several requirements for graduation in Oregon. Students also need to earn a specific number of credits and develop an education plan outlining how they can achieve post-high-school goals.
During the pandemic, Governor Kate Brown signed a bill freezing the proficiency requirement due to the absence of standardized tests amid school closures. Lawmakers opted for a comprehensive review of graduation requirements.
After extensive outreach to various stakeholders, the Oregon Department of Education recommended new graduation guidelines approximately a year ago. One of these recommendations was to eliminate the requirement to show mastery of reading, writing, and math. However, state lawmakers have not acted on this recommendation, and the department requested the state board to continue the pause through at least the 2027-28 school year.
Addressing the academic mastery requirements, Dan Farley, assistant superintendent of research and data for the department, told the state board, “They did not work. What they were designed to do is protect student interests. We have no evidence that they did that.”
Farley referred to a 2021 analysis by Oregon’s Higher Education Coordinating Commission, which found no clear evidence that implementing proficiency standards improved the performance of Oregon high school graduates during their first year of community college or university classes. The report did not investigate all potential postsecondary outcomes, and further research may be needed.
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The report also noted that the level of skill required to meet Oregon’s paused academic mastery standards might have been too low to enhance college and university outcomes. It’s also possible that student success in college depends more on factors other than writing or math skill levels.
Suspending this requirement until at least the class of 2029 offers the state more time for community outreach on how best to revamp graduation standards. It also provides future high school students ample time to prepare in case this standard is reinstated.
Many individuals submitted written comments to board members regarding the requirement for students to demonstrate academic mastery, with the majority advocating for its retention. However, Whitney Grubbs, executive director for Foundations for a Better Oregon, expressed concerns that suspending or eliminating graduation requirements without proposing more effective and equitable alternatives might create the perception that the state is lowering expectations to conceal disparities. This, in turn, could reinforce false and prejudiced ideas about students’ demographic backgrounds dictating their academic success.
“As Oregonians, we hold high expectations for students because we believe in the boundless potential of children,” Grubbs’ testimony emphasized. “We urge state leaders to articulate a plan for holding Oregon’s education system accountable for demonstrating whether and how it is supporting all students to meet graduation requirements.”
