Oregon's Quality Education Model: Linking Adequacy and Outcomes

This article describes the Oregon Quality Education model (OQEM), an adequacy funding model that attempts to connect the resources provided to schools with the student-learning outcomes that should result. The OQEM employs “prototype schools” to delineate the elements and costs of a quality educatio...

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Bibliographic Details
Published inEducational policy (Los Altos, Calif.) Vol. 17; no. 5; pp. 586 - 612
Main Authors Conley, David T., Picus, Lawrence O.
Format Journal Article
LanguageEnglish
Published Thousand Oaks, CA SAGE Publications 01.11.2003
Corwin Press
SAGE PUBLICATIONS, INC
Subjects
Economics of Education
Education policy
Educational Adequacy
Educational Change
Educational Finance
Educational Improvement
Educational Policy
Educational Quality
Educational sciences
Elementary Secondary Education
Equal Education
North America
Oregon
Outcome Measures
Outcomes of Education
Policy, reform, legislation
Politics of Education
State Legislation
United States
Oregon
USA
United States > US
adequacy funding
state/local control
accountability
governance
Control
Local government
Financing
Quality
Educational System
Performance
Responsibility
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Summary:This article describes the Oregon Quality Education model (OQEM), an adequacy funding model that attempts to connect the resources provided to schools with the student-learning outcomes that should result. The OQEM employs “prototype schools” to delineate the elements and costs of a quality education. Local school districts retain the ability to develop their own instructional programs but must be as effective as the prototype schools. The OQEM specifies quality indicators that ascertain how effectively the prototype schools are assumed to be functioning. Outcome measures set by the OQEM use performance on state assessments to establish the learning that results from the prototype schools. The OQEM connects several key components of state education policy: funding, school improvement, system performance, and accountability. The model illustrates how state and local control can be balanced within a framework that defines state responsibility to fund education adequately and local responsibility to deliver quality programs accordingly.
ISSN:0895-9048
1552-3896
DOI:10.1177/0895904803256790