Oregon students on track to graduate reaches record high, but poor attendance persists – The Portland Tribune

Oregon Education System Analysis: Progress and Challenges in Achieving Sustainable Development Goals

Chronic Absenteeism: A Barrier to SDG 4 (Quality Education)

• Data from the Oregon Department of Education for the 2024-25 school year reveals persistent high rates of chronic absenteeism, posing a significant challenge to achieving Sustainable Development Goal 4, which ensures inclusive and equitable quality education.
• Nearly 35% of ninth-grade students were chronically absent, defined as missing at least three weeks of the school year.
• The problem escalates in higher grades, with approximately 40% of sophomores and juniors and over 50% of seniors being chronically absent.
• Oregon’s overall regular attendance rate of 66.5% is approximately 15 percentage points lower than a decade ago and lags behind the post-pandemic recovery of other states. The national absenteeism rate is about 21%.

Assessing Progress Towards Quality Education Targets

• A record high of nearly 87% of Oregon ninth graders are on track to graduate, marking a positive indicator for SDG 4 Target 4.1. This represents a significant 13-point improvement since students returned to school post-pandemic.
• Despite progress in graduation tracking, statewide student proficiency in key subjects has shown only marginal gains and has not returned to pre-pandemic levels, indicating a need for focused intervention to improve learning outcomes.

Educational Disparities and the Mandate for SDG 10 (Reduced Inequalities)

• Teacher Experience Gap: A significant disparity exists in the distribution of experienced educators, undermining SDG 10’s goal of reducing inequality. The state’s 317 high-poverty schools have twice as many inexperienced teachers (three years or less of experience) as its 316 low-poverty schools. This inequity disproportionately affects low-income students, students with disabilities, and English language learners.
• Attendance Gains Among Underserved Groups: While overall attendance remains a concern, marginal improvements were observed among historically underserved student populations, reflecting a small step toward greater equity.
  1. Regular attendance for American Indian/Alaska Native students increased by 1.3 percentage points.
  2. Regular attendance for Black/African American students increased by 2.6 percentage points.
• Kindergarten regular attendance, a systemic concern, saw a 2.5 percentage point increase.

Socio-Economic and Systemic Factors Influencing Educational Access

• Enrollment Declines: A statewide enrollment decrease of 0.5%, primarily driven by declining birthrates, was reported. Major districts, including Portland, Salem-Keizer, and Bend-La Pine, saw enrollment drop by nearly 2% to 2.5%.
• External Pressures: Official statements connect educational challenges to broader societal issues, linking them to multiple SDGs.
  1. SDG 1 (No Poverty) & SDG 11 (Sustainable Communities): The Governor’s housing security policies are presented as a measure to improve student stability and, consequently, school attendance.
  2. SDG 16 (Peace, Justice and Strong Institutions): Fear within Black, brown, and immigrant communities, attributed to national immigration policies, was cited as a direct cause of student absenteeism, highlighting how a lack of security and justice can impede access to education.

State-Level Response and Strategic Outlook

• Oregon Education Director Charlene Williams stated the data presents an “opportunity to respond” and adjust strategies to ensure every student can thrive.
• Governor Tina Kotek described the state’s attendance rates as “unacceptable” and acknowledged that the post-pandemic recovery has been insufficient.
• Current state initiatives are focused on encouraging attendance and improving data collection, with policies such as a statewide cell phone ban and housing security measures expected to contribute to improvements.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the primary SDG addressed in the article. The entire text focuses on educational outcomes in Oregon, including graduation rates, student attendance, enrollment figures, and teacher experience. The article discusses the state’s efforts to ensure “every Oregon student can thrive” and highlights challenges in achieving quality education post-pandemic.

• SDG 10: Reduced Inequalities

  The article connects to this goal by highlighting disparities within the education system. It points out that “high poverty schools get the least experienced teachers” and that certain student groups, such as “American Indian Alaska Native and black African American students,” have historically “felt least welcome in our schools.” It also mentions the fear felt by “Black and brown families” due to immigration policies, which affects school attendance, pointing to inequalities in educational access and experience based on socioeconomic status and race.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4: Quality Education

  • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. The article directly addresses this by discussing the rate of “Oregon ninth graders on track to graduate in four years,” which is a key measure of progress towards completing secondary education.
  • Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. This target is relevant as the article specifically mentions that “Kindergarten regular attendance increased by 2.5 percentage points” and that kindergarten attendance is an “area of systemic concern.”
  • Target 4.c: By 2030, substantially increase the supply of qualified teachers… This target is addressed in the section on “Teacher experience,” which reveals a significant disparity: “The state’s 317 high poverty schools had twice as many inexperienced teachers as the 316 low poverty schools.” This highlights the challenge of ensuring a supply of qualified and experienced teachers for all students, especially the most vulnerable.

• SDG 10: Reduced Inequalities

  • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… race, ethnicity… or other status. The article touches on this by noting the fear among “Black and brown families” affecting school attendance and the historical feeling of being unwelcome among “American Indian Alaska Native and black African American students.” The data showing increased attendance for these specific groups is a measure of progress toward their inclusion.
  • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome… The disparity in teacher experience between high-poverty and low-poverty schools is a clear example of an inequality of opportunity. The article states that “low-income students, students with disabilities and students learning English as their second language are the most likely to be taught by underqualified teachers,” which directly relates to ensuring equal opportunities for quality education.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicators for SDG 4

  • For Target 4.1: The article provides a direct indicator: “Nearly 87% of Oregon ninth graders are on track to graduate.” This percentage serves as a proxy for the completion rate of secondary education.
  • For Target 4.1 & 4.2: The article extensively uses attendance and absenteeism rates as indicators of participation and engagement in education. Specific data points include: “nearly 35% of those students were chronically absent,” and “The 66.5% of Oregon students considered regular attenders.” These can measure the effectiveness of the education system in keeping students in school.
  • For Target 4.c: An indicator is explicitly mentioned: the number of inexperienced teachers in different types of schools. “The state’s 317 high poverty schools had twice as many inexperienced teachers as the 316 low poverty schools.” This measures the distribution of qualified teachers.

• Indicators for SDG 10

  • For Target 10.2 & 10.3: The article provides disaggregated data that can serve as an indicator for reducing inequality. For example, the “increases in regular attendance rates for… the American Indian Alaska Native and black African American students” (1.3 and 2.6 percentage point gains, respectively) is a specific metric to track the inclusion and improved outcomes for historically marginalized groups. The disparity in teacher experience between high and low-poverty schools also serves as a direct indicator of inequality in educational resources.

4. Table of SDGs, Targets, and Indicators

Source: portlandtribune.com