Oregon Senate approves audit of kindergarten assessments under Senate Bill 1109

In a recent meeting of the Oregon Senate Committee on Education, significant discussions centered around two key pieces of legislation aimed at improving the state's educational assessment processes. The committee reviewed Senate Bill 1109 and Senate Bill 302, both of which focus on the evaluation of kindergarten assessments in public schools.

Senate Bill 1109 mandates the Oregon Department of Education (ODE) to conduct an audit of kindergarten assessments across all public schools in Oregon. This audit is intended to provide a comprehensive report to the Legislative Assembly by September 15, 2026. During the meeting, a dash 1 amendment was adopted, which modifies existing requirements related to the recording of meetings held by education governing bodies. This amendment specifically applies to boards of directors of schools, education service districts, community college districts, and public university trustees, with provisions taking effect from January 1, 2025.

Senator Solman moved to advance Senate Bill 1109, as amended, to the floor with a recommendation for passage, which was approved by the committee. This legislative action reflects a growing recognition of the need for transparency and accountability in educational assessments, particularly for young learners.

Senate Bill 302 also received attention, requiring the ODE to study the adequacy of the state's education system. Similar to SB 1109, it includes a dash 1 amendment that calls for an audit of kindergarten assessments, with a report due by the same September 2026 deadline. The discussions highlighted concerns from educators regarding the stress that current assessment practices place on kindergarten students. Teachers expressed worries about the impact of assessments, particularly those conducted on computers, which can detract from essential playtime and learning experiences for young children.

The committee's deliberations underscore a critical moment in Oregon's educational policy, as lawmakers seek to balance the need for effective assessment with the developmental needs of kindergarteners. The outcomes of these audits and studies could lead to significant changes in how early education is approached in the state, ensuring that assessments serve the best interests of students rather than merely fulfilling statistical requirements.

As the committee moves forward, the implications of these discussions will likely resonate throughout Oregon's educational landscape, prompting further dialogue on how to best support young learners in their formative years.