College and Career Ready Definitions

“College-and-Career-Ready Oregonians have acquired knowledge, skills, and professional behaviors that provide a starting point to enter and succeed in workplace, career training, or college courses leading to certificates or degrees.

A College and Career Ready Oregonian....

  • Reasons, researches, analyzes logically in order to investigate topics, and to evaluate, integrate, and present ideas and information
  • Exhibits the following attributes: reflection, curiosity, openness, internal motivation, persistence, resilience, and flexibility
  • Evaluates and/or applies prior knowledge of content and situations, including cultural understanding, to support comprehension
  • Tracks and reflects on progress toward educational and vocational goals
  • Employs effective speaking and active listening strategies for a range of purposes, audiences, and contexts
  • Distinguishes between opinions, interpretations, and facts
  • Uses technology to access and evaluate the reliability, credibility, and utility of information and is able to produce and/or present information
  • Locates, analyzes and critiques perceptions, information, ideas, arguments, and/or themes in a variety of text
  • Produces clear, effective, and accurate writing grounded in textual evidence for a range of purposes, genres, and audiences
  • Constructs clear and precise arguments to support their reasoning and to critique the reasoning of others
  • Explains and applies mathematical concepts, carrying out mathematical procedures with precision and fluency in a variety of settings
  • Solves a range of complex problems in pure and applied mathematics
  • Makes productive use of knowledge and problem solving strategies
  • Analyzes complex, real-world scenarios

A College and Career Ready Oregonian....

  • Has positive values such as: caring, equity, integrity, honesty, responsibility, and restraint
  • Practices personal, time, and budget management through planning and decision- making
  • Has a sense of support and empowerment
  • Is able to self-advocate
  • Engages in civic and community activities
  • Works productively in new cultural settings
  • Relates and responds to individuals from various cultures
  • Works productively in teams
  • Understands postsecondary education options, expectations, costs, and processes
  • Understands and evaluates career options and pathways
  • Understands workplace requirements and business cultures
  • Has appropriate interviewing skills
  • Is timely and reliable
  • Has appropriate workplace behaviors and occupation-specific skills
  • Is able to accept and use feedback
  • Has both personal and academic integrity and is an ethical decision maker”


Oregon Education Investment Board. (2014). Joint meeting with the Higher Education Coordinating Commission. Retrieved from http://education.oregon.gov/Documents/archive/OEIBmats6_10_14FINAL.pdf

Accountability Metrics
  • Student achievement status on state tests
  • Student growth on state tests
  • Four-year graduation rate
  • Additional graduation rates (five or more years)
Source: Center for American Progress. (2016). Explore the Data for ‘Making the Grade’. Retrieved from https://www.americanprogress.org/issues/education/news/2016/05/19/137455...
College and Career Ready Reporting Metrics
State Report Card1
Oregon University System Entering Freshman Profile2
Secondary CTE Data Collection and Reporting4
Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) scores
NAEP scores3
Intent to continue with postsecondary education—as demonstrated by students taking the ACT or SAT1
Extracurricular activities—percentage of students participating in at least one “relevant” extracurricular activity that offers opportunities for students to learn the values of teamwork, individual and group responsibility, physical strength and endurance, competition, diversity, and/or a sense of culture and community1
Kindergarten Assessment1
Early literacy(letter names, letter sounds, Spanish syllable sounds)
Early mathematics
Approaches to learning
CTE completers:4
     o Technical skills attainment
     o Graduation rate
     o Postsecondary placement 
Sixth-grade students on track, as measured by rates of chronic absenteeism1
Ninth-grade students on track, as measured by rates of credit attainment and chronic absenteeism1
Dropout rate1
Completion rate (students graduating with a standard, modified, or extended diploma, certificate, or GED within five years)1
Students who enrolled in a community college or four-year school within 16 months of graduation1
GPA of freshmen enrolled in Oregon public universities1
Persistence rate of freshmen enrolled in Oregon public universities2
Remedial math placement of freshmen enrolled in Oregon public universities2
1. Oregon Department of Education. (2015). State report card. Retrieved from http://www.ode.state.or.us/data/ReportCard/Reports.aspx
2. Oregon University System. (n.d.). Oregon University System entering freshman profile. Retrieved from http://www.ous.edu/facts-reports/entering-freshman-profile
3. Oregon Department of Education. (2015). NAEP. Retrieved from http://www.ode.state.or.us/search/results/?id=163
4. Oregon Department of Education. (2015). Secondary CTE data collection and reporting. Retrieved from http://www.ode.state.or.us/search/page/?id=1623 
Dual Enrollment and Early College High School

Dual Enrollment and Articulation

Oregon state policy allows students to earn dual credit for academic or CTE postsecondary courses taken at their high school, a postsecondary institution, or virtually. All public postsecondary institutions in the state are not required to accept dual-enrollment credits (ECS, 2015).

Early College High School
The Center for Native Education and Gateway to College National Network have each partnered with institutions of higher education to provide four Early College High School programs as part of the Early College High School Initiative (ECHSI; Jobs for the Future, n.d.).


Education Commission of the States. (2015). Dual enrollment – all state profiles. Retrieved from http://ecs.force.com/mbdata/mbprofallRT?Rep=DE14A

Jobs for the Future. (n.d.). Schools. Retrieved from http://www.jff.org/initiatives/early-college-designs/schools

Career Pathways

Oregon has modified the National 16 Career Clusters Framework and has organized the Career Clusters into six Career Learning Areas based on the state’s workforce requirements.

The modified Career Clusters include:

  • Agriculture, Food, and Natural Resource Systems
  • Arts, Information, and Communications
  • Business and Management
  • Health Services
  • Human Services
  • Industrial and Engineering Services

Oregon deploys programs of study (POS) across each of the 16 Career Clusters. The Oregon Department of Education maintains a sophisticated POS approval process that requires collaboration between local secondary and postsecondary CTE stakeholders.


National Association of State Directors of Career Technical Education Consortium. (n.d.). Oklahoma [Interactive map of state CTE profiles]. Retrieved from http://careertech.org/Oklahoma

Career Exploration and Career Plans

In Oregon, the Education Plan is a formalized plan and process that involves students’ planning, monitoring, and managing their own learning and career development in Grades 7–12. Students create a plan for pursuing their personal and career interests and post-high school goals connected to activities that will help them achieve their goals and successfully transition to next steps. Oregon's Education Plan and Profile are mandated by the state and include all students in Grades 7–12.


U.S. Department of Labor. (2013). Individualized learning plans across the U.S. Washington, DC: Author. Retrieved from http://www.dol.gov/odep/ilp/map/#MO

Alignment Between High School Graduation and State College Admission Requirements


High School and College Alignment


High School Graduation Requirements

College Admission Requirements

English Credits:



Mathematics Credits:

3.0 (at the level of Algebra I or above)

3.0 (including Algebra II or above)

Social Studies Credits:



Science Credits:

3.0 (including laboratory experience)

3.0 (including one year each from among at least two different sciences, such as biology, chemistry, or physics)

Foreign Language Credits:

3.0 (students may substitute with arts/career technical education)


Arts Credits:

None specified (N/S)


Additional Credits:

8.0 (physical education [1.0], health [1.0], and electives [6.0])


Total Credits:




Oregon Assessment of Knowledge and Skills (OAKS)

Scholastic Assessment Test (SAT) or ACT®


Oregon Department of Education

Oregon State University


The above requirements are for students graduating in 2014 and beyond.

Students must achieve a grade of C- or better in each course in the subject areas listed above.


Early Warning Systems
Oregon may have a state-specific Early Warning System, but the system is not publicly available.