Oregon Statutes 327.190 – Approval of applications to receive grants from the Student Investment Account; performance growth targets
(1) As used in this section:
Terms Used In Oregon Statutes 327.190
- Equitable: Pertaining to civil suits in "equity" rather than in "law." In English legal history, the courts of "law" could order the payment of damages and could afford no other remedy. See damages. A separate court of "equity" could order someone to do something or to cease to do something. See, e.g., injunction. In American jurisprudence, the federal courts have both legal and equitable power, but the distinction is still an important one. For example, a trial by jury is normally available in "law" cases but not in "equity" cases. Source: U.S. Courts
(a) ‘Disaggregated’ means separated based on the student groups identified in ORS § 327.180 (2)(b).
(b) ‘Five-year completion rate’ means the percentage of students who received a high school diploma, a modified diploma or an extended diploma or who received a certificate for passing an approved high school equivalency test such as the General Educational Development test (GED) within five years of the student beginning the ninth grade.
(c) ‘High school diploma’ means a diploma that is awarded to a student upon satisfaction of the requirements prescribed by ORS § 329.451 (2).
(d) ‘Ninth-grade on-track rates’ means the percentage of students who, at the end of the summer following the year the students began ninth grade, completed one quarter of the credits required for high school graduation.
(e) ‘On-time graduation rate’ means the percentage of students who received a high school diploma or a modified diploma within four years of the students beginning the ninth grade.
(f) ‘Regular attendance rates’ means the percentage of students who are absent, as determined by Department of Education policy, for less than 10 percent of the school days for which the students are enrolled.
(g) ‘Third-grade reading proficiency rate’ means the percentage of students in the third grade who are determined to be proficient or above in English language arts, as determined under rules adopted by the State Board of Education.
(2) The Department of Education shall review all applications for grants from the Student Investment Account that comply with the requirements prescribed by ORS § 327.185.
(3) If an application complies with the requirements of ORS § 327.185, the department shall collaborate with the grant recipient to develop applicable longitudinal performance growth targets. The longitudinal performance growth targets must:
(a) Be based on data available for longitudinal analysis;
(b) Be developed based on guidance established by the department; and
(c) Use the following applicable metrics:
(A) On-time graduation rates and five-year completion rates, including:
(i) The overall on-time graduation rate and five-year completion rate.
(ii) Gaps in disaggregated on-time graduation rates and five-year completion rates.
(B) Ninth-grade on-track rates, including:
(i) The overall ninth-grade on-track rate.
(ii) Gaps in disaggregated ninth-grade on-track rates.
(C) Third-grade reading proficiency rates, including:
(i) The overall third-grade reading proficiency rate.
(ii) Gaps in disaggregated third-grade reading proficiency rates.
(D) Regular attendance rates, including:
(i) The overall regular attendance rate.
(ii) Gaps in disaggregated regular attendance rates.
(4) In addition to the metrics identified in subsection (3) of this section, the following may be used to develop applicable performance growth targets:
(a) Local metrics; and
(b) Targets related to student mental and behavioral health needs, as established by the State Board of Education by rule.
(5) When developing performance growth targets, the department and grant recipient shall:
(a) Review disaggregated student data;
(b) Apply a process adopted by the department for the purpose of strategically developing equitable policies and programs; and
(c) Identify which student groups identified in ORS § 327.180 (2)(b) are most at risk of not meeting performance growth targets.
(6)(a) After developing performance growth targets, the department and grant recipient shall enter into a grant agreement. The grant agreement must include applicable performance growth targets for measuring the academic growth of the students of the grant recipient.
(b) A grant agreement is not valid until approved by the governing body of the grant recipient at an open meeting following:
(A) Provision of the plan at the main office of the grant recipient and on the grant recipient’s website;
(B) Oral presentation of the plan by an administrator of the grant recipient to the governing body of the grant recipient; and
(C) Opportunity for the public to comment on the plan at an open meeting.
(7) Any agreements between a public charter school and a grant recipient that is a school district shall become part of the grant agreement. [2019 c.122 § 12; 2021 c.350 § 2]