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EDUCATION

Highlights Issues of Childhood Poverty and the Difficulties of Affordability of Higher Education 

Early Childhood Education Committee, Wed., Dec. 7, 11:30-2 PM

Kali Thorne Ladd reported from the Children’s Institute and Sue Miller from the Early Learning Council of DELC that progress is steadily being made on the 5-year plan for the Department of Early Learning and Care. Go to Programs in Menu: https://oregonearlylearning.com/ We have become more aware of obstacles we face, based on the low wages provided to the large majority of childcare workers, the lack of childcare training, as well as the lack of childcare facilities in all counties of the state.

Three business and community leaders reported on how important solving this large problem is across all sectors of our economy and future economic progress. The Committee approved 3 placeholder LCs for the 2023 Session. 

Rep. Neron introduced rough drafts for LC1705, a child care incentive, LC1707 for a daycare family navigator, LC2333 to increase childcare buildings, and a tentative LC to increase outdoor preschools. Rep. Reynolds will introduce LCs to assist in solutions to decrease childhood poverty, which she stated includes 50% of Oregon’s children. Rep. Weber is working on legislation concerning a retirement plan for childcare workers. There was also discussion on the expansion of 2 Federal programs in Oregon, SNAP, and TANF, for those many children living in poverty.

Senate Education, Thursday, Dec. 8, 2:30-5 PM

Sen. Dembrow and Committee members approved over 20 LCs for the 2023 Session, to be published in Senate Education. Some appear to be studies,which  are actually placeholder bills. 

The agenda included a report from ODE on Summer Education and Summer Community Grant Education. Sen. Gelser-Blouin stated that not enough data was available on how children with IEPs and disabilities are accessing these programs. 

A brief report on digital SAT testing was also given.

A national problem, the workforce training shortages, were discussed at length. This problem is especially acute in special education, the low racial diversity of employees, and the shortage of non-classified employees (such as teacher’s aides and bus drivers). Five legislators are currently working on information gathered from numerous workgroups assembled to help solve this problem. Sen. Dembrow observed that  some likely solutions are special education and teacher aide pay differentials, streamlining licensure of classified staff, increasing mentorship for all staff (especially new staff), and increasing pathways by which college students and teacher’s aides could become teachers.

The National Center for Higher Education Management (NCHEMS) presented a report by Dennis Jones with many statistics concluding Oregon is far from meeting demands of post-secondary education to solve coming future demands when compared with all other states. 

Listen here at 2:58 PM: Oregon Legislative Video. In summary, our state’s associate degree and university degree programs are significantly more expensive compared to other states. He recommended we create a statewide vision to meet future higher education demands and create employment incentives for staying in state if you graduate from higher education in Oregon, as well as paid internships in some employment areas with direct economic or future promise.

House Education, Friday, Dec. 9, 8:30-11:00 AM

The first discussion was on the increased instruction on equity and cultural understanding in education resulting from HB2864 (passed in 2017). It was announced that the final report of the Task Force on Equity in Education would be released on Monday, 12/12/22. 

Several invited guests spoke on the overall 3% enrollment decrease in Oregon Community Colleges throughout the state. Over time tuition costs may increase if this trend continues.

Colt Gill, ODE Director, and Guadalupe Guerrero, Portland Public Schools Superintendent, presented a program for increasing literacy in Oregon. They were mindful that 20% of the Oregon school population is bilingual and consists of the 3rd largest migrant school population in the nation. Kathy Helgeson presented that phonics programs do work, and our grade PreK-3 teachers are often not aware of how much these programs benefit young readers. Furthermore, teachers are often not aware of how to teach this. She basically stated we must teach the codes to decipher words in reading to prioritize reading so students from all cultures succeed.

Anne Nesse,

annenessevolunteerlwvor@gmail.com

1-208-660-9185, feel free to contact me with questions, or lobbying help for the LWV 

in the Education Portfolio.