Oregon Senate committee addresses attendance metrics for students with disabilities

The Senate Committee on Education convened on April 7, 2025, to discuss critical issues surrounding student attendance, educational equity, and accountability measures within Oregon's school system. The meeting focused on the implications of attendance metrics, particularly for students with disabilities, and the overall performance of schools across the state.

The session began with a discussion on the regular attendance rate, defined as the percentage of students absent for less than 10% of school days. Concerns were raised about whether this metric adequately captures the attendance of students with disabilities, especially those on abbreviated school days. Chair Frederick and Senator Gluin acknowledged the need for further clarification on how attendance is calculated and agreed to provide additional information.

Senator Gelser Blue emphasized the importance of disaggregating data by disability type, similar to existing breakdowns for racial and ethnic groups and homeless students. The committee agreed that this level of detail is essential for understanding the educational experiences of students with disabilities. Doctor Williams and the team were tasked with exploring how to incorporate this disaggregation into future reports.

The conversation then shifted to the tracking of students in general education classrooms. Senator Gelser Blue questioned whether the metrics considered the proportion of time students with disabilities spend in general education settings. Chair Frederick noted that this detail had not yet been addressed but could be clarified during the rulemaking process.

Senator Robinson raised concerns about the overall performance of schools, asking for insights into the primary issues affecting student outcomes. The response highlighted several factors, including Oregon's relatively short school year, which contributes to students being behind their peers in neighboring states. The impact of the pandemic and the need for standardized quality curricula and instructional practices were also discussed as critical areas for improvement.

The committee acknowledged the importance of professional development for teachers and the need for collaborative practices that enhance instructional quality. Chair Frederick noted that the Department of Education is working to inventory early literacy curricula and support districts lacking adequate resources.

In conclusion, the meeting underscored the committee's commitment to improving educational outcomes for all students, particularly those with disabilities. The discussions revealed a clear intent to refine attendance metrics and accountability measures, ensuring that all students receive equitable access to quality education. The committee plans to follow up on the issues raised, particularly regarding data disaggregation and the effectiveness of current educational practices.