School Graduation Requirements in Oregon. A Discussion of the Events Surrounding the 1972 Change in Requirements.

Autor/in	Oliver, Gordon
Institution	Oregon State Dept. of Education, Salem.
Titel	School Graduation Requirements in Oregon. A Discussion of the Events Surrounding the 1972 Change in Requirements.
Quelle	(1974), (99 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Attendance; Career Education; Competency Based Education; Curriculum Development; Educational History; Educational Innovation; Educational Objectives; Graduation Requirements; Performance Contracts; Pilot Projects; School District Autonomy; School Effectiveness; Secondary Education; State Legislation; Student Centered Curriculum; Student Needs; Oregon + Suchen Sie Ihr Suchwort? Verantwortung; Anwesenheit; Arbeitslehre; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Abschlussordnung; Leistungsvereinbarung; Pilot project; Modellversuch; Pilotprojekt; School district; School districts; Autonomy; School autonomy; Schulautonomie; Schuleffizienz; Sekundarbereich; Landesrecht
Abstract	The Oregon school graduation requirements, the trends and events that led to their development, and the implementation program that followed their adoption are the subjects of this report. The requirements, adopted in September 1972, call for districts to establish minimum "survival level" competencies that each student must meet in addition to completing modified requirements in designated course and attendance areas. A number of educational trends contributed to the development of the requirements; many of these emerged in meeting and studies that preceded adoption of the requirements. The major implementation actions of the State Department of Education and of several of the State's school districts are reviewed. Arguments for and against accountability in education and competency-based educational programs are also discussed, accompanied by suggested options for future research into the effectiveness of the State's competency-based education. The implementation program of the Albany Union High School District and its relation to actions by the Department of Education are reviewed in an appendix to the main report. (Author/MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC