ORS 329.451
High school diploma

  • modified diploma
  • extended diploma
  • alternative certificate
  • grade level advancement

(1)

Intentionally left blank —Ed.

(a)

At or before grade 12, a school district or public charter school shall award a high school diploma to a student who completes the requirements established by subsection (2) of this section.

(b)

A school district or public charter school shall award a modified diploma to a student who satisfies the requirements established by subsection (7) of this section, an extended diploma to a student who satisfies the requirements established by subsection (8) of this section or an alternative certificate to a student who satisfies the requirements established by subsection (9) of this section.

(c)

A school district or public charter school may not deny a student who has the documented history described in subsection (7)(b) or (8)(b) of this section the opportunity to pursue a diploma with more stringent requirements than a modified diploma or an extended diploma for the sole reason that the student has the documented history.

(d)

A school district or public charter school may award a modified diploma or extended diploma to a student only upon receiving consent as provided by subsection (6) of this section.

(2)

Intentionally left blank —Ed.

(a)

In order to receive a high school diploma from a school district or public charter school, a student must satisfy the requirements established by the State Board of Education and the school district or public charter school and, while in grades 9 through 12, must complete at least:

(A)

Twenty-four total credits;

(B)

Three credits of mathematics; and

(C)

Four credits of language arts.

(b)

If a school district or public charter school requires a student to complete more than 24 total credits, as provided by paragraph (a)(A) of this subsection, the school district or public charter school may only require the student to complete additional credits for:

(A)

Subjects for which the State Board of Education has established academic content standards under ORS 329.045 (Revision of Common Curriculum Goals, performance indicators, diploma requirements, Essential Learning Skills and academic content standards);

(B)

Courses provided as part of a career and technical education program; or

(C)

Courses that provide, or qualify to provide, credit at post-secondary institutions of education.

(c)

Intentionally left blank —Ed.

(A)

A school district or public charter school that requires students to satisfy any requirements not specified by paragraph (a) of this subsection or by rule of the State Board of Education must grant to a student a waiver of the requirements established by the school district or public charter school if the student is or, at any time from grade 9 to 12, was:
(i)
A foster child, as defined in ORS 30.297 (Liability of certain state agencies for damages caused by foster child or adjudicated youth);
(ii)
Homeless, as determined under rules adopted by the State Board of Education based on standards adopted by the Department of Human Services;
(iii)
A runaway, as determined under rules adopted by the State Board of Education based on standards adopted by the Department of Human Services;
(iv)
A child in a military family covered by the Interstate Compact on Educational Opportunity for Military Children, as determined under rules adopted by the State Board of Education;
(v)
A child of a migrant worker, as determined under rules adopted by the State Board of Education; or
(vi)
Enrolled in the Youth Corrections Education Program or the Juvenile Detention Education Program.

(B)

For any student identified under subparagraph (A) of this paragraph, a school district or public charter school must accept any credits earned by the student in another school district or public charter school and apply those credits toward requirements specified by paragraph (a) of this subsection or by rule of the State Board of Education if the credits satisfied those requirements in that other school district or public charter school.

(3)

A student providing work samples to demonstrate proficiency in Essential Learning Skills as may be required under subsection (2) of this section must be allowed to use accommodations described in the student’s individualized education program or the student’s plan developed in accordance with section 504 of the Rehabilitation Act of 1973, 29 U.S.C. 794. As used in this subsection, the term “accommodations”:

(a)

Includes, but is not limited to:

(A)

Additional time to demonstrate proficiency.

(B)

The ability to demonstrate proficiency in an alternative location that is secure and proctored.

(C)

The use of text-to-speech or speech-to-text technology or other assistive technology.

(b)

Does not include modifications that lower the proficiency standards or that are used solely to earn modified credit.

(4)

A student may satisfy the requirements of subsection (2) of this section in less than four years. If a student satisfies the requirements of subsection (2) of this section and a school district or public charter school has received consent as provided by subsection (6) of this section, the school district or public charter school shall award a high school diploma to the student.

(5)

If a school district or public charter school has received consent as provided by subsection (6) of this section, the school district or public charter school may advance the student to the next grade level if the student has satisfied the requirements for the student’s current grade level.

(6)

Intentionally left blank —Ed.

(a)

For the purpose of receiving consent as provided by subsections (1)(d), (4) and (5) of this section, consent shall be provided by:

(A)

The parent or guardian of the student, if the student:
(i)
Is under 18 years of age and is not emancipated pursuant to ORS 419B.550 (Definitions for ORS 419B.550 to 419B.558) to 419B.558 (Entry of judgment of emancipation); or
(ii)
Has been determined not to have the ability to give informed consent regarding the student’s education pursuant to a protective proceeding under ORS chapter 125; or

(B)

The student, if the student is 18 years of age or older or is emancipated pursuant to ORS 419B.550 (Definitions for ORS 419B.550 to 419B.558) to 419B.558 (Entry of judgment of emancipation).

(b)

For the purpose of awarding a modified diploma or extended diploma as provided by subsection (1)(d) of this section or of awarding a high school diploma as provided by subsection (4) of this section, consent must be received during the school year for which the diploma will be awarded.

(7)

A school district or public charter school shall award a modified diploma only to students who have demonstrated the inability to meet the full set of academic content standards for a high school diploma with reasonable modifications and accommodations. To be eligible for a modified diploma, a student must:

(a)

Satisfy the requirements for a modified diploma established by the State Board of Education; and

(b)

Have a documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers or have a documented history of a medical condition that creates a barrier to achievement.

(8)

A school district or public charter school shall award an extended diploma only to students who have demonstrated the inability to meet the full set of academic content standards for a high school diploma with reasonable modifications and accommodations. To be eligible for an extended diploma, a student must:

(a)

While in grade nine through completion of high school, complete 12 credits, which may not include more than six credits earned in a self-contained special education classroom and shall include:

(A)

Two credits of mathematics;

(B)

Two credits of language arts;

(C)

Two credits of science;

(D)

Three credits of history, geography, economics or civics;

(E)

One credit of health;

(F)

One credit of physical education; and

(G)

One credit of the arts or a world language; and

(b)

Have a documented history of:

(A)

An inability to maintain grade level achievement due to significant learning and instructional barriers;

(B)

A medical condition that creates a barrier to achievement; or

(C)

A change in the student’s ability to participate in grade level activities as a result of a serious illness or injury that occurred after grade eight.

(9)

A school district or public charter school shall award an alternative certificate to a student who does not satisfy the requirements for a high school diploma, a modified diploma or an extended diploma if the student meets requirements established by the board of the school district or public charter school.

(10)

A student shall have the opportunity to satisfy the requirements of subsection (7), (8) or (9) of this section by the later of:

(a)

Four years after starting grade nine; or

(b)

The student reaching the age of 21 years, if the student is entitled to a public education until the age of 21 years under state or federal law.

(11)

Intentionally left blank —Ed.

(a)

A student may satisfy the requirements described in subsection (7), (8) or (9) of this section in less than four years if consent is provided in the manner described in subsection (6)(a) of this section.

(b)

The consent provided under this subsection must be written and must clearly state that the parent, guardian or student is waiving the time allowed under subsection (10) of this section. A consent may not be used to allow a student to satisfy the requirements of subsection (7), (8) or (9) of this section in less than three years.

(c)

A copy of all consents provided under this subsection for students in a school district must be forwarded to the district superintendent.

(d)

Each school district must provide to the Superintendent of Public Instruction information about the number of consents provided during a school year.

(12)

Intentionally left blank —Ed.

(a)

A student who qualifies to receive or receives a modified diploma, an extended diploma or an alternative certificate shall:

(A)

Have the option of participating in a high school graduation ceremony with the class of the student; and

(B)

Have access to instructional hours, hours of transition services and hours of other services that are designed to:
(i)
Meet the unique needs of the student; and
(ii)
When added together, provide a total number of hours of instruction and services to the student that equals at least the total number of instructional hours that is required to be provided to students who are attending a public high school.

(b)

Intentionally left blank —Ed.

(A)

The number of instructional hours, hours of transition services and hours of other services that are appropriate for a student shall be determined by the student’s individualized education program team. Based on the student’s needs and performance level, the student’s individualized education program team may decide that the student will not access the total number of hours of instruction and services to which the student has access under paragraph (a)(B) of this subsection.

(B)

A school district may not unilaterally decrease the total number of hours of instruction and services to which the student has access under paragraph (a)(B) of this subsection, regardless of the age of the student.

(c)

If a student’s individualized education program team decides that the student will not access the total number of hours of instruction and services to which the student has access under paragraph (a)(B) of this subsection, the school district shall annually:

(A)

Provide the following information in writing to the parent or guardian of the student:
(i)
The school district’s duty to comply with the requirements of paragraph (a)(B) of this subsection; and
(ii)
The prohibition against a school district’s unilaterally decreasing the total number of hours of instruction and services to which the student has access.

(B)

Obtain a signed acknowledgment from the parent or guardian of the student that the parent or guardian received the information described in subparagraph (A) of this paragraph.

(C)

Include in the individualized education program for the student a written statement that explains the reasons the student is not accessing the total number of hours of instruction and services to which the student has access under paragraph (a)(B) of this subsection.

(d)

For purposes of paragraph (a)(B) of this subsection, transition services and other services designed to meet the unique needs of the student may be provided to the student through an interagency agreement entered into by the school district if the individualized education program developed for the student indicates that the services may be provided by another agency. A school district that enters into an interagency agreement as allowed under this paragraph retains the responsibility for ensuring that the student has access to the number of service hours required to be provided to the student under this subsection. An agency is not required to change any eligibility criteria or enrollment standards prior to entering into an interagency agreement as provided by this paragraph.

(13)

A school district or public charter school shall:

(a)

Ensure that students have on-site access to the appropriate resources to achieve a high school diploma, a modified diploma, an extended diploma or an alternative certificate at each high school in the school district or at the public charter school.

(b)

Provide literacy instruction to all students until graduation.

(c)

Annually provide, to the parents or guardians of a student who has the documented history described in subsection (8)(b) of this section, information about the availability of a modified diploma, an extended diploma and an alternative certificate and the requirements for the diplomas and certificate:

(A)

Beginning in grade five; or

(B)

Beginning after a documented history described in subsection (8)(b) of this section has been established.

(14)

A school district or public charter school shall allow a student to participate in the high school graduation ceremony with the class of the student and to wear:

(a)

Native American items of cultural significance as provided by ORS 332.112 (Prohibition related to wearing of Native American items of cultural significance); or

(b)

A dress uniform issued to the student by a branch of the Armed Forces of the United States if the student:

(A)

Qualifies to receive a high school diploma, a modified diploma, an extended diploma or an alternative certificate under this section; and

(B)

Has completed basic training for, and is an active member of, a branch of the Armed Forces of the United States. [2005 c.827 §1; 2007 c.407 §1; 2007 c.660 §12; 2009 c.618 §1; 2011 c.240 §1a; 2011 c.286 §1; 2011 c.313 §7; 2011 c.546 §1; 2013 c.15 §4; 2013 c.64 §1; 2013 c.761 §3; 2014 c.42 §§5,6; 2017 c.433 §1; 2017 c.726 §6; 2019 c.210 §1; 2021 c.45 §2; 2021 c.97 §24; 2021 c.178 §1]
Note: The amendments to 329.451 (High school diploma) by section 1, chapter 175, Oregon Laws 2021, become operative January 1, 2026, and first apply to high school diplomas awarded on or after January 1, 2026. See section 2, chapter 175, Oregon Laws 2021. The text that is operative on and after January 1, 2026, is set forth for the user’s convenience.
329.451 (High school diploma). (1)(a) At or before grade 12, a school district or public charter school shall award a high school diploma to a student who completes the requirements established by subsection (2) of this section.

(b)

A school district or public charter school shall award a modified diploma to a student who satisfies the requirements established by subsection (7) of this section, an extended diploma to a student who satisfies the requirements established by subsection (8) of this section or an alternative certificate to a student who satisfies the requirements established by subsection (9) of this section.

(c)

A school district or public charter school may not deny a student who has the documented history described in subsection (7)(b) or (8)(b) of this section the opportunity to pursue a diploma with more stringent requirements than a modified diploma or an extended diploma for the sole reason that the student has the documented history.

(d)

A school district or public charter school may award a modified diploma or extended diploma to a student only upon receiving consent as provided by subsection (6) of this section.

(2)

Intentionally left blank —Ed.

(a)

In order to receive a high school diploma from a school district or public charter school, a student must satisfy the requirements established by the State Board of Education and the school district or public charter school and, while in grades 9 through 12, must complete at least 24 total credits, which must include at least:

(A)

Three credits of mathematics;

(B)

Four credits of language arts; and

(C)

One half-credit of civics.

(b)

If a school district or public charter school requires a student to complete more than 24 total credits, as provided by paragraph (a) of this subsection, the school district or public charter school may only require the student to complete additional credits for:

(A)

Subjects for which the State Board of Education has established academic content standards under ORS 329.045 (Revision of Common Curriculum Goals, performance indicators, diploma requirements, Essential Learning Skills and academic content standards);

(B)

Courses provided as part of a career and technical education program; or

(C)

Courses that provide, or qualify to provide, credit at post-secondary institutions of education.

(c)

Intentionally left blank —Ed.

(A)

A school district or public charter school that requires students to satisfy any requirements not specified by paragraph (a) of this subsection or by rule of the State Board of Education must grant to a student a waiver of the requirements established by the school district or public charter school if the student is or, at any time from grade 9 to 12, was:
(i)
A foster child, as defined in ORS 30.297 (Liability of certain state agencies for damages caused by foster child or adjudicated youth);
(ii)
Homeless, as determined under rules adopted by the State Board of Education based on standards adopted by the Department of Human Services;
(iii)
A runaway, as determined under rules adopted by the State Board of Education based on standards adopted by the Department of Human Services;
(iv)
A child in a military family covered by the Interstate Compact on Educational Opportunity for Military Children, as determined under rules adopted by the State Board of Education;
(v)
A child of a migrant worker, as determined under rules adopted by the State Board of Education; or
(vi)
Enrolled in the Youth Corrections Education Program or the Juvenile Detention Education Program.

(B)

For any student identified under subparagraph (A) of this paragraph, a school district or public charter school must accept any credits earned by the student in another school district or public charter school and apply those credits toward requirements specified by paragraph (a) of this subsection or by rule of the State Board of Education if the credits satisfied those requirements in that other school district or public charter school.

(3)

A student providing work samples to demonstrate proficiency in Essential Learning Skills as may be required under subsection (2) of this section must be allowed to use accommodations described in the student’s individualized education program or the student’s plan developed in accordance with section 504 of the Rehabilitation Act of 1973, 29 U.S.C. 794. As used in this subsection, the term “accommodations”:

(a)

Includes, but is not limited to:

(A)

Additional time to demonstrate proficiency.

(B)

The ability to demonstrate proficiency in an alternative location that is secure and proctored.

(C)

The use of text-to-speech or speech-to-text technology or other assistive technology.

(b)

Does not include modifications that lower the proficiency standards or that are used solely to earn modified credit.

(4)

A student may satisfy the requirements of subsection (2) of this section in less than four years. If a student satisfies the requirements of subsection (2) of this section and a school district or public charter school has received consent as provided by subsection (6) of this section, the school district or public charter school shall award a high school diploma to the student.

(5)

If a school district or public charter school has received consent as provided by subsection (6) of this section, the school district or public charter school may advance the student to the next grade level if the student has satisfied the requirements for the student’s current grade level.

(6)

Intentionally left blank —Ed.

(a)

For the purpose of receiving consent as provided by subsections (1)(d), (4) and (5) of this section, consent shall be provided by:

(A)

The parent or guardian of the student, if the student:
(i)
Is under 18 years of age and is not emancipated pursuant to ORS 419B.550 (Definitions for ORS 419B.550 to 419B.558) to 419B.558 (Entry of judgment of emancipation); or
(ii)
Has been determined not to have the ability to give informed consent regarding the student’s education pursuant to a protective proceeding under ORS chapter 125; or

(B)

The student, if the student is 18 years of age or older or is emancipated pursuant to ORS 419B.550 (Definitions for ORS 419B.550 to 419B.558) to 419B.558 (Entry of judgment of emancipation).

(b)

For the purpose of awarding a modified diploma or extended diploma as provided by subsection (1)(d) of this section or of awarding a high school diploma as provided by subsection (4) of this section, consent must be received during the school year for which the diploma will be awarded.

(7)

A school district or public charter school shall award a modified diploma only to students who have demonstrated the inability to meet the full set of academic content standards for a high school diploma with reasonable modifications and accommodations. To be eligible for a modified diploma, a student must:

(a)

Satisfy the requirements for a modified diploma established by the State Board of Education; and

(b)

Have a documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers or have a documented history of a medical condition that creates a barrier to achievement.

(8)

A school district or public charter school shall award an extended diploma only to students who have demonstrated the inability to meet the full set of academic content standards for a high school diploma with reasonable modifications and accommodations. To be eligible for an extended diploma, a student must:

(a)

While in grade nine through completion of high school, complete 12 credits, which may not include more than six credits earned in a self-contained special education classroom and shall include:

(A)

Two credits of mathematics;

(B)

Two credits of language arts;

(C)

Two credits of science;

(D)

Three credits of history, geography, economics or civics;

(E)

One credit of health;

(F)

One credit of physical education; and

(G)

One credit of the arts or a world language; and

(b)

Have a documented history of:

(A)

An inability to maintain grade level achievement due to significant learning and instructional barriers;

(B)

A medical condition that creates a barrier to achievement; or

(C)

A change in the student’s ability to participate in grade level activities as a result of a serious illness or injury that occurred after grade eight.

(9)

A school district or public charter school shall award an alternative certificate to a student who does not satisfy the requirements for a high school diploma, a modified diploma or an extended diploma if the student meets requirements established by the board of the school district or public charter school.

(10)

A student shall have the opportunity to satisfy the requirements of subsection (7), (8) or (9) of this section by the later of:

(a)

Four years after starting grade nine; or

(b)

The student reaching the age of 21 years, if the student is entitled to a public education until the age of 21 years under state or federal law.

(11)

Intentionally left blank —Ed.

(a)

A student may satisfy the requirements described in subsection (7), (8) or (9) of this section in less than four years if consent is provided in the manner described in subsection (6)(a) of this section.

(b)

The consent provided under this subsection must be written and must clearly state that the parent, guardian or student is waiving the time allowed under subsection (10) of this section. A consent may not be used to allow a student to satisfy the requirements of subsection (7), (8) or (9) of this section in less than three years.

(c)

A copy of all consents provided under this subsection for students in a school district must be forwarded to the district superintendent.

(d)

Each school district must provide to the Superintendent of Public Instruction information about the number of consents provided during a school year.

(12)

Intentionally left blank —Ed.

(a)

A student who qualifies to receive or receives a modified diploma, an extended diploma or an alternative certificate shall:

(A)

Have the option of participating in a high school graduation ceremony with the class of the student; and

(B)

Have access to instructional hours, hours of transition services and hours of other services that are designed to:
(i)
Meet the unique needs of the student; and
(ii)
When added together, provide a total number of hours of instruction and services to the student that equals at least the total number of instructional hours that is required to be provided to students who are attending a public high school.

(b)

Intentionally left blank —Ed.

(A)

The number of instructional hours, hours of transition services and hours of other services that are appropriate for a student shall be determined by the student’s individualized education program team. Based on the student’s needs and performance level, the student’s individualized education program team may decide that the student will not access the total number of hours of instruction and services to which the student has access under paragraph (a)(B) of this subsection.

(B)

A school district may not unilaterally decrease the total number of hours of instruction and services to which the student has access under paragraph (a)(B) of this subsection, regardless of the age of the student.

(c)

If a student’s individualized education program team decides that the student will not access the total number of hours of instruction and services to which the student has access under paragraph (a)(B) of this subsection, the school district shall annually:

(A)

Provide the following information in writing to the parent or guardian of the student:
(i)
The school district’s duty to comply with the requirements of paragraph (a)(B) of this subsection; and
(ii)
The prohibition against a school district’s unilaterally decreasing the total number of hours of instruction and services to which the student has access.

(B)

Obtain a signed acknowledgment from the parent or guardian of the student that the parent or guardian received the information described in subparagraph (A) of this paragraph.

(C)

Include in the individualized education program for the student a written statement that explains the reasons the student is not accessing the total number of hours of instruction and services to which the student has access under paragraph (a)(B) of this subsection.

(d)

For purposes of paragraph (a)(B) of this subsection, transition services and other services designed to meet the unique needs of the student may be provided to the student through an interagency agreement entered into by the school district if the individualized education program developed for the student indicates that the services may be provided by another agency. A school district that enters into an interagency agreement as allowed under this paragraph retains the responsibility for ensuring that the student has access to the number of service hours required to be provided to the student under this subsection. An agency is not required to change any eligibility criteria or enrollment standards prior to entering into an interagency agreement as provided by this paragraph.

(13)

A school district or public charter school shall:

(a)

Ensure that students have on-site access to the appropriate resources to achieve a high school diploma, a modified diploma, an extended diploma or an alternative certificate at each high school in the school district or at the public charter school.

(b)

Provide literacy instruction to all students until graduation.

(c)

Annually provide, to the parents or guardians of a student who has the documented history described in subsection (8)(b) of this section, information about the availability of a modified diploma, an extended diploma and an alternative certificate and the requirements for the diplomas and certificate:

(A)

Beginning in grade five; or

(B)

Beginning after a documented history described in subsection (8)(b) of this section has been established.

(14)

A school district or public charter school shall allow a student to participate in the high school graduation ceremony with the class of the student and to wear:

(a)

Native American items of cultural significance as provided by ORS 332.112 (Prohibition related to wearing of Native American items of cultural significance); or

(b)

A dress uniform issued to the student by a branch of the Armed Forces of the United States if the student:

(A)

Qualifies to receive a high school diploma, a modified diploma, an extended diploma or an alternative certificate under this section; and

(B)

Has completed basic training for, and is an active member of, a branch of the Armed Forces of the United States.
Note: Sections 1 to 3, chapter 495, Oregon Laws 2021, provide:
Sec. 1. Review requirements; report. (1) As used in this section, “high school diploma” means the high school diploma options offered in this state under ORS 329.451 (High school diploma), including a high school diploma, a modified diploma, an extended diploma and an alternative certificate.

(2)

The Department of Education shall:

(a)

Review state requirements for high school diploma options offered in this state, as those requirements are prescribed by ORS 329.451 (High school diploma) and by rules adopted by the State Board of Education.

(b)

Review state requirements related to demonstrations of proficiency in skills or academic content areas that are not related to career and technical education, with an emphasis on demonstrations of proficiency in Essential Learning Skills.

(c)

Make recommendations for state requirements for high school diplomas in this state to reduce disparities and to ensure that every student will be on track to earn one of the high school diplomas.

(3)

The review conducted under this section must include:

(a)

An evaluation of the use of alternative certificates and how the requirements for alternative certificates compare to the requirements for other high school diplomas;

(b)

An evaluation of the role of a school district or a public charter school when a student who has the documented history described in ORS 329.451 (High school diploma) (7)(b) or (8)(b) seeks to pursue a high school diploma with more stringent requirements than a modified diploma or an extended diploma, as provided by ORS 329.451 (High school diploma) (1)(c);

(c)

A comparison of high school diploma requirements in this state with high school diploma requirements in other states;

(d)

The identification of the expectations of employers and post-secondary institutions of education related to the skills and knowledge of persons who earn high school diplomas in this state;

(e)

The determination of whether the skills and knowledge expected to be attained by persons who earn high school diplomas in this state, as identified in paragraph (d) of this subsection, align with the requirements for high school diplomas in this state;

(f)

The identification of the causes of disparities that have resulted from the requirements for high school diplomas in this state; and

(g)

The determination of whether the requirements for high school diplomas in this state have been applied inequitably to different student populations.

(4)

When conducting the review and developing recommendations under this section, the department shall:

(a)

Use a transparent process that is equitable, accessible and inclusive;

(b)

Enable and encourage meaningful engagement with:

(A)

Representatives from historically underserved students, including students who:
(i)
Have a disability;
(ii)
Are from an immigrant or refugee population;
(iii)
Are from racial or ethnic groups that have historically experienced academic disparities;
(iv)
Are English language learners; or
(v)
Are from a federally recognized Indian tribe of this state;

(B)

Youth-led organizations that engage and empower youth; and

(C)

Communities from across this state; and

(c)

Develop recommendations for changes to the requirements for high school diplomas:

(A)

Based on data and the engagement process described in paragraph (b) of this subsection; and

(B)

With the goal of ensuring that the processes and outcomes related to the requirements for high school diplomas are equitable, accessible and inclusive.

(5)

Intentionally left blank —Ed.

(a)

Not later than September 1, 2022, the department shall provide a report to:

(A)

The interim committees of the Legislative Assembly related to education; and

(B)

The State Board of Education.

(b)

The report required under paragraph (a) of this subsection shall:

(A)

Include a summary of the components of the review conducted as described in subsection (3) of this section, including information on the comments gathered during the engagement process described in subsection (4)(b) of this section.

(B)

Recommend changes in legislation or administrative rules that will reduce disparities and ensure that every student will be on track to earn one of the high school diplomas offered in this state.

(C)

Include an analysis of the effectiveness of requiring students to demonstrate proficiency in Essential Learning Skills and an explanation of the reasons the department concludes that requirements related to demonstrations of proficiency in Essential Learning Skills should be retained, modified or eliminated. If the department concludes that demonstrations of proficiency of Essential Learning Skills should be retained, the department shall provide recommendations for alternative methods for students to demonstrate proficiency in skills or academic content areas that are not related to career and technical education. [2021 c.495 §1]
Sec. 2. Sunset. Section 1 of this 2021 Act is repealed on June 30, 2023. [2021 c.495 §2]
Sec. 3. Suspension of Essential Learning Skills requirement. Notwithstanding any rules adopted by the State Board of Education, a student may not be required to show proficiency in Essential Learning Skills as a condition of receiving a high school diploma during the 2021-2022, 2022-2023 or 2023-2024 school year. [2021 c.495 §3]
Note: 329.451 (High school diploma) was enacted into law by the Legislative Assembly but was not added to or made a part of ORS chapter 329 or any series therein by legislative action. See Preface to Oregon Revised Statutes for further explanation.

Source: Section 329.451 — High school diploma; modified diploma; extended diploma; alternative certificate; grade level advancement, https://www.­oregonlegislature.­gov/bills_laws/ors/ors329.­html.

329.005
Oregon Educational Act for the 21st Century 329.007
Definitions for chapter 329.015
Educational goals 329.025
Characteristics of school system 329.045
Revision of Common Curriculum Goals, performance indicators, diploma requirements, Essential Learning Skills and academic content standards 329.049
Plan to encourage voter registration and voting 329.065
Adequate funding required 329.075
Statewide implementation 329.085
Assessment of schools and school districts required 329.095
School district and school self-evaluations 329.105
School district and school performance reports 329.115
Oregon Report Card 329.119
Implementation of proficiency education 329.125
Policy on parental and community participation 329.145
Definitions for ORS 329.150 and 329.155 329.150
Services for children and families at school site 329.153
Policy on prevention and cost-effective programs and strategies 329.155
Standards for education programs and programs providing services for children and families 329.156
Creation 329.157
Identification and coordination of existing resources 329.160
Policy on early childhood and parenting education 329.165
Development of long-range plan for serving children and families 329.170
Definitions for ORS 329.170 to 329.200 329.172
Preschool Promise Program 329.175
Early Learning Division to administer Oregon prekindergarten program 329.181
Scholarship program for early childhood care and education professionals 329.183
Prekindergarten Program Trust Fund 329.185
Expansion of Oregon prekindergarten program 329.190
Advisory committee 329.195
Rules for Oregon prekindergarten program 329.200
Report on Oregon prekindergarten program 329.219
Early Learning Division to implement policies and practices related to early childhood professional development systems 329.235
Provision of early childhood education 329.255
Child development specialist program 329.275
State board guidelines 329.385
Child development programs 329.395
Definitions for ORS 329.395 to 329.425 329.415
Operating guides and grant procedures for ORS 329.395 to 329.425 329.425
Grants under ORS 329.395 to 329.425 329.451
High school diploma 329.471
Availability of personally identifiable information in relation to results of performance-based assessment 329.479
Student Assessment Bill of Rights 329.485
Statewide assessment system 329.486
Guidelines for best practices of administering assessments 329.488
Nationally normed assessment 329.489
American Sign Language 329.492
Oregon Studies 329.493
Curriculum relating to Native American experience in Oregon 329.494
Instruction about the Holocaust and genocide 329.496
Physical education participation 329.498
Data related to physical education 329.499
Report to Legislative Assembly on physical education 329.501
Grants for physical education 329.504
Funding for programs that link physical activity and academic achievement 329.603
Coordinated comprehensive school counseling program 329.704
Local 21st Century Schools Councils 329.711
Educational equity advisory committees 329.752
Determination of school type for purpose of federal loan forgiveness programs 329.756
Materials and assistance provided to employees who qualify for public service loan forgiveness program 329.788
Definitions for ORS 329.788 to 329.820 329.790
Findings on teacher and administrator programs 329.795
Beginning teacher and administrator program established 329.800
Application 329.805
Grants-in-aid 329.810
Training for mentors and beginning teachers and administrators 329.815
Mentors 329.820
Evaluation of programs 329.824
Educator professional development program 329.825
Policy on successful and innovative schools 329.830
Establishment 329.832
Legislative findings 329.834
Creation 329.837
Report 329.838
School District Collaboration Grant Program 329.839
School District Collaboration Grant Account 329.841
Statewide education plan for students who are Black or African-American 329.843
Statewide education plan for students who are American Indian or Alaska Native 329.845
Statewide education plan for students who are Latino or Hispanic 329.847
Statewide education plan for students who are minority gender identity or sexual orientation 329.850
Duties of Education and Workforce Policy Advisor 329.860
Outreach to students no longer attending school 329.885
School-to-work transitions and work experience programs 329.901
Collection of student and teacher information
Green check means up to date. Up to date

Current through early 2024

§ 329.451’s source at oregon​.gov