Oregon Measure 98, State Funding for Dropout Prevention and College Readiness Initiative (2016)

Oregon Measure 98
Election date November 8, 2016
Topic Education
Status a Approved
Type State statute	Origin Citizens

2016 measures
November 8
Measure 94 d
Measure 95 a
Measure 96 a
Measure 97 d
Measure 98 a
Measure 99 a
Measure 100 a
Polls
Voter guides
Campaign finance
Signature costs

The Oregon State Funding for Dropout Prevention and College Readiness Initiative, also known as Measure 98, was on the November 8, 2016, ballot in Oregon as an initiated state statute. It was approved.

A "yes" vote supported requiring the Oregon Legislature to fund dropout-prevention and career and college readiness programs in Oregon high schools.

A "no" vote opposed this measure to require the legislature to fund dropout-prevention and career and college readiness programs in high schools.

Election results

Measure 98
Result		Votes	Percentage
a Yes		1,260,163	65.96%
No		650,347	34.04%

Election results from Oregon Secretary of State

Aftermath

Tom Yahraes, Superintendent of Sweet Home School District in Oregon, wrote on May 9 that the district had applied for and received funding made possible through Measure 98. Yahraes said:

“

As a district, we are proud to report we have applied for and obtained Measure 98 funding which is giving us a great opportunity to refine and enhance our high school programs of study. The high school is in the process of re-tooling its CTE programming, adding a focus in both natural resources and pre-engineering. For next year, natural resource course enhancements will include a complete forestry program of study to complement the state-recognized Forestry Club and extraordinary vocational classes, developed by Mr. Dustin Nichol. We aim to maximize Sweet Home’s extraordinary outdoor learning environment and great natural resource partnerships with matching education programs so students can graduate with job-ready entry-level skills as well as the foundational preparation needed for college-level natural resource programs. Our Measure 98 plan aims at increasing access to these dual credit opportunities, implementing a more meaningful and accessible Linn Benton community college partnership, refining the rigor of our Honors track diploma and adding additional dual credit courses and partnerships so that students may diversify and enrich their high school transcripts for prospective colleges. The third leg of Measure 98 focuses on dropout prevention. Sweet Home High School’s graduation rate has lagged behind the state average for several years. As a K-12 organization, we are working hard on core instruction so that our K-6 students are prepared for junior high, and our junior high students are prepared for high school.

”

Overview

Status of education in Oregon

For the 2012-2013 school year, Oregon spent $9,543 per student. The average across the United States was $10,700. In the United States, public schools reported graduation rates that averaged to about 81.4 percent. Oregon had the second lowest public school graduation rate, 68.7 percent, in the nation in 2013. The following groups had graduation rates lower than Oregon’s 68.7 percent average: American Indians and Alaskan Natives, blacks, Hispanics, limited-English students, children with disabilities, and low-income students.

Initiative design

Measure 98 required the Oregon Legislature to distribute at least $800 per high school student each year for establishing or expanding career and technical education programs, college-level educational opportunities, and dropout-prevention strategies. The $800 is adjusted relative to changes in inflation and population. Measure 98 did not increase taxes to fund the programs, but appropriated new revenue from economic growth. Schools must submit applications to receive the funds. The Oregon Department of Education monitors the use of funds.

State of the ballot measure campaigns

Vote Yes for 98 raised $8.3 million. The top donor to the “Yes” campaign was Stand for Children, which contributed $4.9 million. Opponents did not organize a political committee and therefore did not receive contributions.

Text of measure

Ballot title

The certified ballot title was as follows:

“

Requires state funding for dropout-prevention, career and college readiness programs in Oregon high schools Result of “Yes” Vote: “Yes” vote requires state legislature to fund dropout prevention, career and college readiness programs through grants to Oregon high schools; state monitors programs. Result of “No” Vote: “No” vote retains current law: legislature not required to commit funds to career-technical/college-level education/dropout-prevention programs, retains discretion to allocate funds. Summary: Currently, the Oregon legislature provides General Fund revenues to the State School Fund based on constitutionally required quality goals; those funds are distributed directly to school districts under a specified formula. Measure requires legislature to separately provide at least $800 per high school student—adjusted upward annually for inflation/population—to a Department of Education (ODE) administered account. ODE distributes those funds to school districts to establish or expand high school programs providing career-technical education, college-level courses, and dropout-prevention strategies. School districts must apply for grants, meet specified requirements. Districts may use limited portion of fund for administration costs but not unrelated activities. ODE monitors school district performance, ensures compliance, facilitates programs; Secretary of State audits biannually. Other provisions.

”

Ballot summary

The explanatory statement was as follows:

Ballot Measure 98 requires state funds to be distributed to public school districts for approved plans to establish or expand career and technical education programs in high schools, to establish or expand college-level educational opportunities for students in high schools and to establish or expand dropout-prevention strategies in high schools. The measure directs the Legislative Assembly to appropriate at least $800 per enrolled high school student per school year for the distributions to school districts with approved plans. Funding would be adjusted each school year based on the cost to maintain the current level of performance. The measure creates no new revenue sources, and relies initially on growth of state General Fund revenue. If the state General Fund does not increase by at least $1.5 billion in the next budget period, initial funding for the measure would be reduced and phased in over three years. In year three and beyond, state funding would be adjusted based on the cost to maintain the current level of performance. These adjustments would be made regardless of the amount of state revenue available. A school district would receive funds under the measure if the school district submits a spending plan that says how its funds would be apportioned among the three program areas specified by the measure. A district’s plan must be approved by the Department of Education every two years. A school district would receive distributions based on the state’s current funding formula which takes into account the number of enrolled students in the school district and their characteristics. If a district applies but does not qualify, the Department of Education may use a portion of the funds to assist the district in preparing a qualifying plan. If a district does not apply or still does not qualify, the remaining funds will then be reallocated to other districts in subsequent years. Distributions of funds to school districts under the measure are in addition to other funds provided to school districts by the state. These funds may not be used to maintain current school programs, opportunities or strategies, except when replacing a time-limited grant, federal funding or funds that support dual enrollment programs. The measure directs the Department of Education to monitor the performance of school districts receiving distributions of funds under the measure, to intervene when necessary to ensure appropriate and effective uses of the funds and to facilitate continuous improvement in the uses of the funds by school districts. The measure directs the Secretary of State to conduct biennial financial and program audits of the uses of the funds in improving the graduation rates of high school students and their readiness for college and careers. The Department of Education may retain up to 1.5 percent of the funds for oversight of the program for the first two years, and 1.25 percent thereafter. School districts may retain up to 5 percent of the funds for implementation of the new programs for the first two years, and 4 percent thereafter.

Full text

The full text of the measure was as follows:

The Citizens of Oregon Establish the High School Graduation and College and Career Readiness Fund SECTION 1. Sections 2 to 16 of this 2016 Act shall be known as the High School Graduation and College and Career Readiness Act. SECTION 2. The High School Graduation and College and Career Readiness Fund is established in the General Fund for the purposes of improving the graduation rates and college and career readiness of all high school students in Oregon. The Legislative Assembly shall appropriate, allocate or otherwise make available to the fund an amount not less than $800 per high school student per school year. The fund is continuously appropriated to the Department of Education for the purposes of sections 2 to 16 of this 2016 Act. SECTION 3. (1)(a) Subject to sections 10 and 14 of this 2016 Act, for school years beginning on or after July 1, 2017, the High School Graduation and College and Career Readiness Fund shall be apportioned to each school district based on the extended weighted average daily membership of high school students computed as provided in ORS 327.013 (1)(c). (b) In the event the Department of Education is unable to determine the extended weighted average daily membership of high school students for a school district, the department may determine the average extended weighted average daily membership for all students in the school district and apply the average extended weighted average daily membership to the number of high school students in the school district. (2)(a) For school years beginning on or after July 1, 2018, the amount appropriated, allocated or otherwise made available to the fund under section 2 of this 2016 Act shall be increased each school year in a biennium by the amount derived from the application of the process in Executive Order 14-14 used to calculate the cost to maintain the current level of service. (b) The intent of paragraph (a) of this subsection is to apply the process in Executive Order 14 – 14 in the event Executive Order 14 – 14 is canceled, superseded or otherwise made ineffective. SECTION 4. The amounts appropriated, allocated or otherwise made available under section 2 of this 2016 Act and apportioned under section 3 of this 2016 Act shall be in addition to the total amount the Legislative Assembly would otherwise appropriate, allocate or make available for a biennium for funding kindergarten through grade 12 public education. Establishment of Career-Technical Education Programs in High Schools SECTION 5. A school district shall use a portion of the funds apportioned under section 3 of this 2016 Act to establish and expand career-technical education programs in high schools that are relevant to the job market in the community or region the school district serves. Establishment and expansion of a career-technical education program includes the purchase of equipment, the construction of facilities and the recruitment, licensing, employment and training of personnel to provide career-technical education. Access to College-Level Courses in High Schools SECTION 6. (1) A school district shall use a portion of the amount apportioned under section 3 of this 2016 Act to establish and expand college-level educational opportunities for students in high schools. (2) The college-level educational opportunities must include: (a)(A) Advanced placement, International Baccalaureate or comparable college-level courses; or (B) Dual credit, co-enrollment programs or extended co-enrollment programs offered in conjunction with an Oregon community college, public university or other accredited institutions of higher learning or post-high school career schools; (b) Assisting students with the selection and successful completion of college-level educational opportunities; and (c) The recruitment, licensing, employment and training of personnel to provide college-level educational opportunities for students in all high schools. Implementation of Dropout-Prevention Strategies in All High Schools SECTION 7. (1) A school district shall use a portion of the amount apportioned under section 3 of this 2016 Act to establish and expand dropout-prevention strategies in all high schools. (2) The dropout-prevention strategies must include: (a) Implementing activities designed to reduce chronic absenteeism; (b) Establishing and maintaining data management systems that provide timely reports on students’ grades, absences and discipline by school and by course; (c) Beginning with grade 8, using attendance, course grades, credits earned and disciplinary referrals to identify students at risk of not graduating; (d) Beginning in the summer after grade 8, providing academic and social supports for students at risk of not graduating to ensure that the students are on track to graduate by the time the students enter grade 10 and stay on track to graduate after entering grade 10, including such supports as summer programs, additional instructional time before and after school hours, tutoring or small-group instruction during the school day or counseling services; and (e) Providing counseling and coaching to provide early exposure for students to employment opportunities and requirements and options for post-secondary education. SECTION 8. (1) A school district must use the amount apportioned under section 3 of this 2016 Act to establish and expand programs, opportunities and strategies under sections 5, 6 and 7 of this 2016 Act and may not use the amount apportioned to maintain programs, opportunities and strategies established prior to the effective date of this 2016 Act, except when a use is necessary to replace the loss or expiration of time-limited grants, federal funds and funds that support extended co-enrollment programs in effect prior to the effective date of this 2016 Act. (2) School districts may, and are encouraged to: (a) Cooperate, coordinate or act jointly with other school districts and with education service districts, including through the use of professional learning communities, to achieve the purposes of the High School Graduation and College and Career Readiness Fund and to maximize benefits from apportionments under section 3 of this 2016 Act; (b) Cooperate, coordinate or act jointly with nonprofit programs and community-based organizations that have demonstrated achievement of positive outcomes in work with underserved student populations; and (c) Use evidence-based criteria to determine appropriate staffing ratios and class sizes to achieve the purposes of the fund and to maximize benefits from apportionments under section 3 of this 2016 Act. (3) When establishing and expanding career-technical education programs and college-level educational opportunities, school districts may, and are encouraged to, give preference to programs and opportunities in science, technology, engineering and mathematics. Oversight and Accountability of and Technical Assistance for School Districts SECTION 9. To ensure the High School Graduation and College and Career Readiness Fund improves students’ progress toward graduation beginning with grade 9, graduation rates and college and career readiness, the Department of Education shall: (1) Monitor the performance of school districts that receive apportionments under section 3 of this 2016 Act, including students’ progress toward graduation beginning with grade 9, graduation rates, rates of college attendance and need for remedial classes in college; (2) Intervene where necessary to ensure appropriate and effective use of amounts apportioned under section 3 of this 2016 Act; and (3) Facilitate continuous improvement of use of amounts apportioned under section 3 of this 2016 Act by implementing strategies for school districts to share best practices for improving students’ progress toward graduation beginning with grade 9, graduation rates and college and career readiness. SECTION 10. (1) For the biennium beginning July 1, 2017, the Department of Education may retain up to one and one-half percent of the High School Graduation and College and Career Readiness Fund for purposes of administering sections 2 to 16 of this 2016 Act. (2) For biennia beginning on or after July 1, 2019, the department may retain up to one and one-quarter percent of the fund for purposes of administering sections 2 to 16 of this 2016 Act. SECTION 11. (1) Not later than December 31, 2020, and every two years thereafter, the Secretary of State shall conduct financial and program audits of the uses of the High School Graduation and College and Career Readiness Fund and the effectiveness of the fund in achieving the purposes of the fund. (2) The Secretary of State shall submit the audit reports to the Legislative Assembly and the Governor. Requirements for District Participation SECTION 12. (1) By March 1, 2017, the State Board of Education shall by rule adopt eligibility requirements, biennial plan guidelines, biennial plan submission deadlines, reporting criteria and audit processes to ensure that amounts apportioned under section 3 of this 2016 Act improve students’ progress toward graduation beginning with grade 9, increase the graduation rates of high schools and improve high school graduates’ readiness for college or career. (2) The requirements for eligibility adopted under subsection (2) of this section must include: (a) A school district’s providing sufficient time for teachers and staff of students in grade 9 to review data on students’ grades, absences and discipline by school and by course and to develop strategies to ensure at-risk students stay on track to graduate; (b) A school district’s implementing district-wide evidence-based practices for reducing chronic absenteeism in grades 9 through 12; (c) A school district’s assignment of high school students to advanced and dual-credit courses based on academic qualifications in order to avoid bias in course assignments; and (d) A school district’s implementing systems to ensure that high school students, including English Language Learners, are taking courses required for on-time graduation. SECTION 13. To qualify for an apportionment under section 3 of this 2016 Act, a school district must: (1) Meet the requirements for eligibility adopted by the State Board of Education under section 12 of this 2016 Act; and (2) Obtain approval of a biennial plan for the proposed use of the amount apportioned under section 3 of this 2016 Act. SECTION 14. (1) If a school district applies, but does not qualify for, an apportionment under sections 3 and 13 of this 2016 Act, the Department of Education shall: (a) Retain the amount of the apportionment the school district would have received if the school district had qualified for the apportionment; and (b) Prepare a corrective action plan for the school district; (2) The department may use a portion of an amount retained under subsection (1)(a) of this section to prepare and assist a school district to implement a corrective action plan; (3) If a school district that does not qualify for an apportionment qualifies for an apportionment in the next year, the department shall apportion to the school district the amount of the retained apportionment that the department did not use under section (2) of this 2016 Act; and (4) If a school district that does not qualify for an apportionment in one year does not qualify for an apportionment in the next year, or if a school district does not apply for an apportionment in any year, the department shall, using the process described in section 3 of this 2016 Act, apportion the amount of the retained apportionment to school districts that have qualified for apportionments. Controls on Uses of Funds SECTION 15. (1) For the biennium beginning July 1, 2017, a school district may not use more than five percent of an apportionment under section 3 of this 2016 Act for administrative costs. (2) For biennia beginning on or after July 1, 2019, a school district may not use more than four percent of an apportionment for administrative costs. (3) A school district may not use an apportionment to administer activities not directly related to the programs, opportunities and strategies described in sections 5, 6 and 7 of this 2016 Act. (4) From the portion of the apportionment used for administrative costs, a school district must conduct an annual analysis of: (a) Student attendance in grades 9 through 12; and (b) Disciplinary referrals, suspensions and expulsions in grades 9 through 12 disaggregated by race and ethnicity. Definitions SECTION 16. (1) As used in sections 7 and 12 of this 2016 Act, “chronic absenteeism” means a student’s missing two weeks or more in a school year. (2) As used in section 12 of this 2016 Act, “English Language Learner” means a child whose native language is other than English or who speaks a language other than English in the child’s home. (3) As used in this section and sections 6 and 8 of this 2016 Act, “extended co-enrollment program” means a program in which a student who has satisfied the requirements for a diploma established by the State Board of Education under ORS 329.451: (a) Does not receive a diploma; (b) Remains enrolled at a school district; (c) Attends a community college for at least half of the student’s coursework; and (d) Has some or all of the student’s tuition, fees and books for coursework at the community college paid by the school district where the student is enrolled. (4) As used in sections 3 and 12 of this 2016 Act, “high school student” means a student enrolled in grades 9 through 12 or age level equivalent. (5) As used in section 11 of this 2016 Act, “program audit” means determining: (a) The extent to which the desired results or benefits of a program are being achieved; (b) The extent to which the need for or objectives of an ongoing program are necessary or relevant; (c) Whether the program complements, duplicates, overlaps or conflicts with other related programs; (d) The effectiveness of organizations, programs, activities or functions; and (e) Whether the entity that is the subject of the audit has complied with laws and regulations applicable to the program. (6) As used in sections 2 to 16 of this 2016 Act, “school district” means a common or union high school district. Contingencies SECTION 17. (1) In the event that the Office of Economic Analysis in the May 2017 quarterly economic and revenue forecast estimates that the increase in General Fund revenues for the biennium beginning July 1, 2017, will be less than $1.5 billion above General Fund revenues estimated for the biennium beginning July 1, 2015, in the August 26, 2015, quarterly economic and revenue forecast, the amounts appropriated, allocated or otherwise made available under section 2 of this 2016 Act and apportioned under section 3 of this 2016 Act for the biennium beginning July 1, 2017, shall be prorated as set forth in subsection (2) of this section. (2) The proportion for making a proration required by subsection (1) of this section is the amount of General Fund revenues estimated by the Office of Economic Analysis for the biennium beginning July 1, 2017, in the May 2017 quarterly economic and revenue forecast, divided by an amount equal to $1.5 billion above the General Fund revenues estimated for the biennium beginning July 1, 2015, in the August 26, 2015, quarterly economic and revenue forecast. SECTION 18. Sections 13 and 14 of this 2016 Act apply to school years beginning on or after July 1, 2018. SECTION 19. Section 17 of this 2016 Act is repealed January 2, 2022.

Fiscal impact statement

See also: Fiscal impact statement

The fiscal impact statement was as follows:

“

The measure does not affect the aggregate amount of funds collected or expended by state or local government. The measure does, however, commit a minimum increase of $147 million annually to expenditures on career and technical education, accelerated learning and high school graduation improvement programs. This number could be lower if state revenues do not grow by $1.5 billion in the 2017-2019 biennium. Because the measure does not raise additional revenue, the measure specifically provides that the Legislature determine how these program expansions will be funded.

”

Support

Vote Yes for 98 led the campaign in support of Measure 98.

Supporters

Officials

• Gov. Kate Brown (D)
• Bud Pierce, 2016 Republican gubernatorial candidate
• Sen. Chris Edwards (D-7)
• Rep. David Gomberg (D-10)

Former officials

• Gov. Ted Kulongoski (D)

Parties

• Democratic Party of Oregon
• Oregon Progressive Party
• Independent Party of Oregon
• The Florence Area Democratic Club
• College Democrats of Oregon
• Democratic Party of Benton County
• Jackson County Democratic Party
• Jefferson County Democrat Central Committee
• Marion County Democrats
• Polk County Democratic Central Committee
• Roosevelt Middle School Parent Organization
• Tillamook County Democrats
• University of Oregon Democrats
• Washington County Democrats

Organizations

• Ainsworth United Church of Christ
• Alliance for Democracy Oregon
• Asian Pacific American Network of Oregon (APANO)
• Associated Builder and Contractors
• Associated General Contractors Oregon-Columbia Chapter
• Beaverton Chamber of Commerce
• Bend Chamber of Commerce
• Bend La Pine School Board
• Benson Polytechnic High School Alumni Association
• Benson Tech Foundation
• Camp Yakety Yak
• Central Oregon Education Consultants LLC
• Church Women United of Lane County
• Coalition of Communities of Color
• Corridor Elementary School Parent Teacher Organization
• Cottage Grove Chamber of Commerce
• Ecumenical Ministries of Oregon
• Elliot Neighborhood Association
• Eugene Area Chamber of Commerce
• Eugene/Springfield NAACP
• Evans Valley Education Co-op
• Gateway to College National Network
• Latinos Unidos Siempre
• League of United Latin American Citizens (LULAC)
• Impact NW
• Independent Electrical Contractors of Oregon
• Medford Chamber of Commerce
• Northwest Automotive Trades Association (NATA)
• Oregon Agricultural Teachers Association
• Oregon Auto Dealers Association
• Oregon Business Association
• Oregon State Chamber of Commerce
• Oregon Nurses Association (ONA)
• Oregon School Boards Association
• Oregon State Council for Retired Citizens
• Oregon Tradeswomen Inc.
• Our Revolution
• South Lane School Board
• Southern Oregon Goodwill Industries
• United Way of Jackson County
• Youth Progress Association

Unions

• AFL-CIO of Oregon
• Bakers and Grain Millers, Local 114
• Bakers Union
• Carpenters Local 1503
• International Brotherhood of Electrical Workers Local 48
• International Longshore Union and Warehouse Council, Columbia River District Council
• NECA IBEW Electrical Training Center
• Oregon State Building and Construction Trades Council
• United Steel Workers Legislation and Education Committee
• United Steelworkers District 12

Businesses

• ADX
• Entek
• Cascade Meats, Inc
• ContractedSoftware.com
• IHS Consulting
• International House of Copy
• Masterpiece Wood Floors
• Odyssey Mentoring & Leadership
• RAS Environmental Testing
• Handyman Bob Strong, Licensed General Contractor
• Vigor Industrial

Arguments

Former Gov. Ted Kulongoski (D) said:

“

[Measure 98] will boost graduation rates and better prepare high school students for the jobs of the 21st Century. With Oregon’s graduation rates ten points below the national average, a targeted approach is clearly necessary. [Measure 98] will enable school districts to expand proven approaches for addressing the dropout crisis and preparing students for success in college and career. That’s a smart way to tackle our state’s most pressing problem.

”

Toya Fick, Executive Director of Stand for Children Oregon, argued:

“

I now know that the quality of the free public education I received determined the trajectory of my life. I also know that too often, students with certain zip codes and certain backgrounds never see the first brick on the road to a fulfilling career. One of my favorite parts about this [Measure 98] is that it requires schools to place all students who qualify into college-level and college prep courses, and not just those who opt in or whose parents advocate that they be placed in these courses. We’ve seen this make a big difference in the lives of high school students across Washington state, and I can’t wait to see when all Oregon high school students have access to the same opportunities.

”

Carmen Rubio, Executive Director of Latino Network, contended:

“

My grandparents and parents labored long hours on fruit and vegetable farms, often moving back and forth through several states, so others in their family would have the opportunity to pursue their dreams. Thanks to their sacrifices, I went on as the first in my family to earn a college degree and I now dedicate my life to the advancement of Oregon’s Latino community. Nowadays, we shortchange our students by slashing budgets, shifting priorities and eliminating the targeted programs that help Oregon’s most vulnerable students succeed. We must pass [Measure 98] to restore the engaging, challenging courses that promise great futures for ALL children, particularly those from underserved communities.

”

Vote Yes for 98’s “College Level Classes Set Students Up for Success"

Don Cruise, member of the Oregon School Boards Association and Philomath School Board, said,

“

Measure 98 gives schools the resources to provide the education that students need to plan their path into a promising future. The excitement of this promising future leads to exciting new ideas and the exploration of career options as they engage in their high school classes. These classes build hands-on skills that allow students to use different parts of their brains to create and become achievers. This kind of learning allows students to apply lessons from their core classes, like math and chemistry. Students who take as few as two credits in courses like metal shop, robotics or culinary arts are 15 percent more likely to graduate than their peers who have not. It is clear that opportunity for students is not equitable across our state. Many of our schools offer a smattering of CTE classes and a few have strong programs. Many other districts do not have the funding to provide opportunities that lead to better outcomes for all students, which is what Measure 98 does, regardless of where they live.

”

Official arguments

A total of 49 arguments were filed with the Oregon Secretary of State in support of Measure 98. The following is a selection from those submissions:

“ Auto Trades and Hobbyists Support Measure 98 We are Oregonians who love and share a mutual interest in all automotive industries, as both a trade and a hobby. When we were in high school, we learned practical skills in shop, home economics and more. In the past, everyone took these classes and they were a foundation for our life. Let’s Teach Practical Skills Again and Pass Measure 98 Today, vocational and career technical education barely exists in Oregon. That’s why we need Measure 98 In the last decade, Oregon cut career technical education in half. Now Oregon’s high school graduation rate is among the worst in the entire country and a generation of kids don’t know how things work and lack skills to get good-paying jobs. Auto Shop Teaches More than Just Cars! Learning how to build and fix cars is a valuable skill – where students learn math, science, computer technology, problem-solving and teamwork. There are many good paying jobs in the automotive trades. Nationally, the number of jobs for automotive technicians is expected to grow by 17 [percent] over the coming decade. More Vocational and Career Technical Education [equals] More Graduates, More Careers, More Success The lucky few Oregon high school students who get vocational classes graduate at a rate about 15 points better than overall rates. Measure 98 will help ensure every student has access to career technical education. Measure 98 Restores Vocational and Career Technical Education – in a cost-effective way! Oregon will collect over $1.5 billion in new revenue next year because more people than ever are working here. Measure 98 costs a small amount of that new money — just a little over 1% of Oregon’s budget– and promises a great return on that investment. Join us in supporting Measure 98 Catherine Webb, Northwest Automotive Trades Association Travis Berry, Auto Shop Instructor Assistant, Hillsboro Glenn Campbell, Automotive Teacher, Hillsboro High School Brian Aust, Auto Enthusiast, Silverton ” “ Vote YES on 98!! I’m a retired police sergeant and now work in school safety. Some parts of our state are on the brink of a youth gang crisis directly linked to a lack of options for employment, housing and stability for young people. Teachers, principals and law enforcement are well aware of what it takes for kids to stay on track: Investment in hands-on learning opportunities provided by vocational and career technical education (CTE) while they’re in school. By voting “yes” on Measure 98, you can help make this a reality. Measure 98 gives schools resources to expand and create opportunities so more students can take vocational and career-technical classes. They stay off the streets and gain skills and work ethic. Measure 98 also provides resources for counselors, tutors and mentors for kids who need them. Providing CTE puts young men and women on career paths, and shows them how to take advantage of everything an education can offer. Students often put in extra time with coursework instead of fleeing school. Statistics tell us graduation rates for Oregon high school students who complete two or more CTE classes are 15 points higher than overall graduation rates. Yet, CTE isn’t available in most high schools due to budget cuts. As Oregon’s economy grows, Measure 98 captures new state revenues to be dedicated to public high schools. We need to show our high school students that there are lots of options for good-paying jobs and those can be achieved through an apprenticeship program or a four-year degree. This measure offers opportunities for young people to take courses that let them learn technical skills for good-paying jobs available right now! We can’t afford to lose a single child to hopelessness, joblessness or gang life. Please vote YES on 98! George Weatheroy, Portland Public Schools, Ret. Portland Police ” “ The Oregon Chapter of the Sierra Club Supports Measure 98! Our mission is to explore, enjoy and protect the planet. We support Measure 98 because it will help protect the environment. Here’s why: Measure 98 will help train skilled, clean energy workers to stop climate change. To reverse climate change, we must use more clean energy from the wind and the sun. To get there, we’ll need many more workers motivated to get trained in real-world skills like solar and wind energy manufacturing and maintenance, energy efficiency construction and more. More career technical education in high school can help enthuse and train the next generation of clean energy experts and technicians. Measure 98 can help boost clean energy careers for high school students to replace obsolete, polluting jobs. Measure 98 restores and updates career technical education to fit today’s evolving economy. As we move toward a clean energy economy with more solar and wind energy, high schools will have flexibility to adapt career technical education that propels students into good-paying, local, clean energy jobs. Measure 98 will help ensure that today’s Oregonians are better educated and more economically secure -- so they’re ready to protect Earth for the next generation. Right now, more than 10,000 students fail to graduate high school every year. Thousands more go to college unprepared to succeed. We’re losing so much potential! Measure 98 will help ensure that we give every high school student the real-world skills they need to succeed and be a full partner in working to heal the environment. Measure 98 will help Oregon transition to a clean energy economy and create a more secure future for all Oregonians. Please vote YES on 98 -- our future depends on it!! Morgan Gratz-Weiser, Sierra Club, Oregon Chapter ” “ Measure 98 will expand opportunities for high school students to connect to good jobs in the electrical trades. Our unions offer pathways to good jobs in the construction industry, but our high schools are often not preparing our young people to take advantage of these opportunities. That’s why we support Measure 98. Measure 98 will enable our high schools to expand and update the career-technical/vocational education programs that motivate kids to learn, master a trade and step into the jobs essential to a growing economy. The pathway to good jobs in our industry requires the completion of rigorous apprenticeship programs. We pay our apprentices as they learn. In return, we maintain the highest standards for our crafts and trades. This is a long-standing, inter-generational compact in our industry and one reason that skilled workers in the construction trades are able to earn $25 to $45 an hour with full-family health and pension benefits. But we’re finding that as many as half of recent high school graduates aren’t adequately prepared for our apprenticeships. As a result, it’s getting harder for our unions to pass on our knowledge to a new generation of workers and ensure that our employers remain competitive in today’s economy. Even as we step up efforts to recruit new skilled workers, our high schools have been cutting career-technical courses that connect to our industry. Just three years ago, Oregon high schools offered 66 construction-related courses; now they’re down to 49 – for all of our 331 high schools! There is a win-win-win opportunity with Measure 98: A new generation of students will gain access to good-paying jobs in their communities. Our industry will gain the talent and skills needed to remain competitive. A highly-skilled workforce will add value to our economy. Vote Yes on Measure 98. Gary Young, Business Manager, IBEW Local 48 Drew Lindsey, Business Manager, IBEW Local 280 ” “ Former Oregon School Superintendents Support 98 Measure 98 focuses on programs with the best track records for keeping kids in school, boosting graduation rates and setting students up for success As former superintendents in Oregon schools, we have grown increasingly concerned about Oregon’s persistently low high school graduation rate. After years of stagnant progress, Measure 98 offers a set of common sense solutions to this problem that schools can take up in every corner of the state: increasing vocational training, now known as Career Technical Education (CTE), increasing dual enrollment in college courses while in high school, and proven dropout prevention strategies. Measure 98 will direct a modest portion of future state funds to expand these programs to all Oregon high schools. Currently there aren’t enough CTE courses for the number of students who want to take them — and at many Oregon schools, there aren’t any CTE classes at all. Measure 98 fixes that. CTE classes would be offered in every school. Many high school students also do not have access to early college programs, Advanced Placement classes, dual enrollment with local community colleges and universities, or International Baccalaureate classes. Under Measure 98, these programs will be expanded and sustained in all of our high schools. Measure 98 is highly accountable. School districts must apply for the funds, specifying how they will spend the money, and they must report the results. Regular performance audits will ensure the money goes where it’s supposed to go. Local schools will work to create these programs to match the local needs of their kids. Measure 98 makes Oregon’s high schools a higher priority. We can wait no longer. Let’s use common sense to support student success – providing relevance and real-life skills, targeting our investments and getting better results. Vickie Fleming, Former Superintendent, Redmond School District Steve Swisher, Former Superintendent South Lane, Sisters, Brookings and Crook County School Districts Dennis Dempsey, Former Superintendent, High Desert ESD ” “ Latino Network Supports Measure 98 Let’s transform the lives of Latino youth, families, and communities! YES on Measure 98! Oregon’s high schools are failing students of color Oregon’s high school graduation rate is one of the country’s worst. For students of color, it is a crisis. Only 65% of Oregon’s Latino students graduated on time in the 2013-14 school year. Oregon’s leaders have had their chance to act We know how to fix the problem but every year, we hear the same thing from lawmakers – “we’d like to help but you’ll have to wait until next time.” That’s not the kind of leadership we need for our kids. Measure 98 will give all students access to college prep – not just the privileged few. Too often, Advanced Placement and early college credit classes are available for a small number of students – usually those who already have many advantages. Measure 98 helps ensure low-income kids and students of color get access to those classes, too. Measure 98 will give all students access to career technical education--training students need to stay in school and succeed. Career technical education gives students hands-on training in skills like computer coding, woodworking, mechanical engineering that help them land good paying jobs in the community. Measure 98 will support students to stay on track to graduate. Measure 98 provides resources for dropout prevention, which can take the form of more guidance counselors and tutors. It also includes opportunities for schools to work with community groups focused on ensuring low-income students and students of color have access to college and career opportunities that have been closed off for too long. Measure 98 is about lifting up Oregonians to reach their full potential and give our communities the tools for self-determination. Let’s do right by our kids and our community: Join us in supporting Measure 98! Carmen Rubio, Executive Director, Latino Network Maria Elena Campisteguy, Board Chair, Latino Network ” “ Leaders of Faith Support Measure 98 As religious leaders, we work daily with young people to encourage them to lead productive, meaningful lives; to take responsibility; to give back; to honor and respect; to make a difference. But Oregon’s public schools today leave too many young people behind. A great majority of those left behind are poor children, children of color, English-language learners, and children with disabilities. We can do better. We must do better. That’s why we support Measure 98, which restores what works in giving our children hope for a productive future. Measure 98 provides the resources to allow high schools across Oregon to add or expand vocational and career technical education opportunities, exposing students to relevant and engaging coursework that leads to high-demand, family-wage jobs. High schools can add or expand college-level courses, allowing students to see themselves as college-ready while making college more affordable, more accessible. High schools can expand dropout prevention strategies, putting supports under our children like attendance initiatives; more counselors, social workers, or culturally-specific mentors. Schools can add instructional time and personalized supports as students transition from 8th to 9th grade. Our faith calls upon us to help all children fulfill their potential. They deserve a bright future. Measure 98 gives them hope for a better tomorrow. Please join us in voting YES on Measure 98. Rev. Daniel E. H. Bryant, Christian Church (Disciples of Christ), Eugene Rabbi Michael Z. Cahana, Congregation Beth Israel Pastor Christy Dirren, West Portland United Methodist Church Rev. J. W. Matt Hennessee, Vancouver First Baptist Church Rev. W. J. Mark Knutson, Augustana Lutheran Church Pastor Lynne Smouse Lopez, Ainsworth United Church of Christ Rabbi Ariel Stone, Shir Tikvah Dr. Audrey Terrell, Dr. Audrey Terrell Institute (DATI) Dr. David L. Wheeler, First Baptist Church of Portland Rabbi Joey Wolf, Havurah Shalom ” “ Our workforce needs more grads with real-world skills –YES on 98!! Here at A-dec we value people who have the skills that can be acquired in a high school shop class. Jobs such as sheet metal fabrication, 3D design and metals machining, that pay a good, living wage. These skilled workers are part of our teams at A-dec who manufacture the chairs, drills and ultrasonic instruments that we sell to dentists all over the country. Shop classes used to be a career track for manufacturing, the trades and other industries. Traditionally, high school shop class was something that most students participated in to help them prepare for life outside high school, in part because college just isn’t the best option for everyone. Oregon high schools have had to slash career technical and vocational classes due to budget cuts. As a result, our graduation rate is among the worst in the nation, and that’s sad. When high schools offer shop class, students get the opportunity to build real-world skills, working with power tools, welding, carpentry, and math in action. It’s where they begin to build a strong work ethic and learn skills such as communication, problem-solving and to how to be efficient. Whether students go on to college or take a different track toward a career, the more we help them gain skills in high school, the less help they’ll need later on. We are simply setting them up to be successful. Measure 98 does exactly what’s needed: It provides access to vocational/career-technical education classes to Oregon high school students, no matter where they live. It also supports more college preparation, which is important for many Oregon students. As a company, we need Measure 98 to pass so more high-skilled workers graduate from our high schools. As an Oregonian, I believe students only get one shot at a great high school education, and we need Measure 98 to provide that. Scott Parrish, CEO & President, A-dec ” “ NAACP of Eugene Supports Ballot Measure 98 Vote Yes to help more students graduate from high school, prepared for their futures. The NAACP joins a broad set of community leaders and organizations in backing Ballot Measure 98 – to improve Oregon’s dismal high school graduation rate and better serve high school students, particularly students of color. Students of color now graduate at an even lower rate than others. Oregon’s graduation rate hovers in the low 70%’s, almost the lowest in the entire country. And for students of color and from low income families, the graduation rate is even lower. Our schools aren’t offering the kinds of programs that will keep students in school and provide the opportunities they need. Guidance to college or trade school is missing. High school counselors are overloaded with far too many students – sometimes several hundred – and they cannot introduce enough students of color to early college or advanced classes. Some students don’t even know if they would be interested or would qualify, and a lack of information ends up leaving them out. Real-world skills learning is getting harder to find. Years of budget cuts resulted in less vocational and career-technical classes for all students. That means missed opportunities for job preparation, whether a student wants to attend college or not. Measure 98 will turn our high schools around: Drop-out prevention programs will be established or expanded to assist students falling through the cracks early enough to help keep them on track; Additional guidance counselors and tutors will help more students with advice and assistance in learning; Expanded vocational and career-technical courses will open up new worlds to many students, and prepare them for today’s job market. Join us in better serving all students. Vote Yes on Measure 98 Eric C. Richardson, President, Eugene-Springfield NAACP ”

Campaign advertisements

The following video advertisements were produced by Vote Yes for 98:

Vote Yes for Measure 98's "Vocational Education in Every Oregon High School"

Vote Yes for Measure 98's "Electrician Maurice Rahming Says Vote Yes for Measure 98"

Vote Yes for Measure 98's "Oregon’s Shortage of Trained Workers"

Opposition

Arguments

Caroline Fenn, guest columnist in The Oregonian, said:

“

In 2013, I and other Portland parents filed a complaint with the Oregon Department of Education (ODE) regarding, among other things, Portland Public Schools' practice of "part-time high school." ODE did not have the authority to stop PPS. In January 2015, over the objections of most education lobbyists, the State Board of Education put a stop to the nonsense, amending Oregon administrative rule (OAR) 581-022-1620 to ensure districts enroll most students for a full day. This change is needed. Prior to its taking effect, only 47 percent of Portland high school students attended full-time. High school students and Oregon residents need this rule to stay on the books. Should [Measure 98] pass, the aforementioned education lobby will argue that with an extra $800 per year, high school students no longer need protection. They'll lobby hard for a repeal and they'll have a valid argument. It'd be a disaster. If high schools encourage students to stay away, how much good will a few extra dollars for CTE, college classes and dropout prevention do?

”

The Portland City Club, a nonpartisan political organization, evaluated Measure 98 and, although a majority of the clubs members voted to endorse a "yes" vote, half of its research committee members encouraged a "No" vote. The following were the major assertions of those in opposition:

“

Budgeting by ballot measure can have unforeseen problems and bypasses the Legislature, something that past City Club reports recommend against. Dedicated funding becomes unavailable for other critical and underfunded state services and programs, like K-12 education, social services, public safety and higher education. Mandated programs force districts to use these funds for specific programs that may not address individual school and district needs. It’s unclear whether the remaining limited resources would be enough to rebuild CTE, college prep and dropout prevention programs where they don’t already exist. It does not adequately address systemic issues of equity and access them in new ways. A top down, state-centered measure creates more complicated and costly bureaucracy to provide accountability and oversight Criteria used to measure the impact of mandated HS Fund spending is unclear. It assumes a sufficient level of experience and expertise among districts, adequate infrastructure and enough qualified personnel to implement these programs and sufficient community capacity to support these efforts. It is unclear how the measure’s “best practices” for building high school success programs would be adapted to local needs, implemented, tracked and evaluated. It lacks an analysis of the current capacity of districts to implement the mandated practices or the costs of doing so in districts of different sizes across the state.

”

Official arguments

No arguments against Measure 98 were filed with the Oregon Secretary of State.

Campaign finance

The campaign finance information on this page reflects the most recent scheduled reports that Ballotpedia has processed, which covered through December 31, 2016.

Four committees registered in support of the measure—Vote Yes for 98, Defend Oregon, Oregonians for High School Success, and Oregonians for High School Success. Together they reported over $8.3 million.

	Cash Contributions	In-Kind Contributions	Total Contributions	Cash Expenditures	Total Expenditures
Support	$6,374,170.54	$1,973,005.35	$8,347,175.89	$8,069,791.85	$10,042,797.20
Oppose	$0.00	$0.00	$0.00	$0.00	$0.00
Total	$6,374,170.54	$1,973,005.35	$8,347,175.89	$8,069,791.85	$10,042,797.20

Support

The following table includes contribution and expenditure totals for the committees in support of the measure.

Committees in support of Measure 98
Committee	Cash Contributions	In-Kind Contributions	Total Contributions	Cash Expenditures	Total Expenditures
Vote Yes for 98	$3,868,600.00	$293,788.26	$4,162,388.26	$3,637,244.44	$3,931,032.70
Defend Oregon	$1,827,283.22	$294,033.22	$2,121,316.44	$1,353,860.54	$1,647,893.76
Oregonians for High School Success	$677,170.32	$1,382,973.87	$2,060,144.19	$3,076,936.87	$4,459,910.74
Progressive Party	$1,117.00	$2,210.00	$3,327.00	$1,750.00	$3,960.00
Total	$6,374,170.54	$1,973,005.35	$8,347,175.89	$8,069,791.85	$10,042,797.20

Donors

The following were the top donors who contributed to the support committees.

Donor	Cash Contributions	In-Kind Contributions	Total Contributions
Stand for Children, Inc.	$3,391,759.34	$0.00	$3,391,759.34
Stand for Children, Inc.	$1,570,953.56	$0.00	$1,570,953.56
Citizen Action for Political Education	$706,750.00	$0.00	$706,750.00
Our Oregon	$0.00	$269,617.00	$269,617.00
American Federation of Teachers-Oregon Issue PAC	$250,000.00	$0.00	$250,000.00

Methodology

To read Ballotpedia's methodology for covering ballot measure campaign finance information, click here.

Media editorials

Support

• Bend Bulletin said: "Oregon’s high school graduation rate is among the worst in the nation, hovering somewhere between 47th and 49th lowest of the 50 states. That’s despite eighth-grade test scores that show the state’s youngsters are learning apace with children nationwide. It’s a serious problem... It’s worth noting Measure 98 funds could not be siphoned off for other purposes. They would not fund sports, driver education or increased salaries within a school district."
• Capital Press said: "Measure 98 will train those students at a relatively small cost to the state. It will not require a tax increase, only that the legislature re-set its priorities and recognize the importance of providing adequate funding to the state’s high schools."
• East Oregonian endorsed a "Yes" vote.
• Eugene Weekly said: "We agree that overall, funding dropout-prevention programs seems an important strategy in tackling our dismally low graduation rates. Because of this, we support Measure 98."
• Mail Tribune said: "Measure 98 is a well-researched, carefully crafted plan to take direct aim at Oregon's abysmal graduation rate by funding career and technical education (CTE), college-credit classes for high school students and dropout prevention programs."
• The Oregonian said: "Proponents of Measure 98, among them former Gov. Ted Kulongoski, cite short-term pilot projects in recent years that show bolstered efforts by schools at student retention and technical training to re-engage students who otherwise would slip away from school. That, among other things, makes the promise — and comparatively low price — of Measure 98 compelling. Voters should accept the risk as low and say yes."
• Pamplin Media Group said: “We’re particularly supportive of the focus on career and technical training. College isn’t for everyone, and many important, good-paying jobs need a different kind of training than you’ll get at a university.”
• The Register-Guard said: "Measure 98 has no organized opposition — the early edition of the Voters’ Pamphlet, which goes to overseas and military voters, has 49 arguments in favor and none against. ... A more energetic state response to “dismal” and “embarrassing” graduation rates should have come long before now, but it hasn’t. It’s up to the voters to say that a 74 percent graduation rate is flatly unacceptable, and direct the Legislature to assign a high priority to achieving a brisk pace of improvement. That’s what Measure 98 would do, and it deserves approval."
• Street Roots said: "Measure 98 dedicates $147 million annually toward career and technical education, although it may be less if revenue forecasts are lowered. School districts would apply for grants with strict performance oversight to access funds. Our children need this."

Opposition

• Corvallis Gazette-Times said: "Legislators can take a hard look at their budget priorities without the added constraints of Measure 98. And they could work to adjust the state's school funding formula, which allocates the same amount per student regardless of grade, ignoring the fact that high school is more costly than elementary school."

• The Dalles Chronicle said: "However, because the measure doesn’t impose any new taxes, the Legislature could be forced to cut other programs to come up with roughly $290.6 million in each biennial state budget. ... That could create a hardship during times when the state budget is not healthy."

• Willamette Week said: “Until Oregon can reach a reasonable compromise on how to raise tax revenue, we're not going to recommend strict rules about how to slice up the pie. We learned that in home economics.”

Polls

See also: 2016 ballot measure polls

• An icitizen poll conducted in early September 2016 found 64 percent of respondents supporting Measure 98.
• Tulchin Research surveyed 600 likely voters in late October 2016 on Measure 98 and found support at 59 percent.

Oregon State Funding for Dropout Prevention and College Readiness, Measure 98 (2016)
Poll	Support	Oppose	Undecided	Margin of error	Sample size
Tulchin Research 10/20/2016 - 10/25/2016	59.0%	26.0%	14.0%	+/-4.00	600
icitizen 9/2/2016 - 9/7/2016	64.0%	19.0%	17.0%	+/-4.00	610
AVERAGES	61.5%	22.5%	15.5%	+/-4	605
Note: The polls above may not reflect all polls that have been conducted in this race. Those displayed are a random sampling chosen by Ballotpedia staff. If you would like to nominate another poll for inclusion in the table, send an email to editor@ballotpedia.org.

Background

See also: Public education in Oregon

Education policy is a major issue in Oregon. To learn more, see "Public education in Oregon."

Graduation, ACT and SAT scores

See also: Graduation rates by groups in state and ACT and SAT scores in the United States

The following table shows the graduation rates and average composite ACT and SAT scores for Oregon and surrounding states during the 2012-2013 school year. All statements made in this section refer to that school year.

In the United States, public schools reported graduation rates that averaged to about 81.4 percent. About 54 percent of all students in the country took the ACT, while 50 percent reported taking the SAT. The average national composite scores for those tests were 20.9 out of a possible 36 for the ACT, and 1498 out of a possible 2400 for the SAT.

Oregon schools reported a graduation rate of 68.7 percent, second lowest in the country in 2013.

In Oregon, more students took the SAT than the ACT, earning an average SAT score of 1539.

Comparison table for graduation rates and test scores, 2012-2013
State	Graduation rate, 2013		Average ACT composite, 2013		Average SAT composite, 2013
	Percent	Quintile ranking**	Score	Participation rate	Score	Participation rate
Oregon	68.7%	Fifth	21.5	34%	1539	49%
California	80.4%	Third	22.2	26%	1505	57%
Idaho	N/A	N/A	22.1	49%	1364	99%
Washington	76.4%	Fourth	22.8	21%	1537	60%
United States	81.4%		20.9	54%	1498	50%
**Graduation rates for states in the first quintile ranked in the top 20 percent nationally. Similarly, graduation rates for states in the fifth quintile ranked in the bottom 20 percent nationally. Sources: United States Department of Education, "ED Data Express" ACT.org, "2013 ACT National and State Scores" The Commonwealth Foundation, "SAT scores by state, 2013"

The table below details the graduation rates for the 2012-2013 school year in Oregon and neighboring states. In addition to the states' overall graduation rates, the table details the graduation rates of different groups within the states, such as students of different ethnicities, students with disabilities, low income students and students with limited English language proficiency.

Note: Click on a column heading to sort the data.

Regulatory Adjusted Cohort Graduation Rate, 2012-2013
State	Overall graduation rate	American Indian / Alaskan Native	Asian Pacific Islander	Asian	Black	Children with disabilities	Hispanic	Limited English Proficient	Low Income	White
California	80.40%	72.80%	90.90%	91.60%	68.10%	61.90%	75.70%	63.10%	74.80%	87.70%
Hawaii	82.40%	62%	83.80%	N/A	75%	61%	77%	57%	78.20%	79%
Oregon	68.70%	52%	81%	84%	57%	37.20%	60.80%	49.10%	60.40%	71.00%
Washington	76.40%	56%	82.30%	84.20%	65.80%	54.60%	65.90%	50.60%	65.00%	79.70%
United States	81.40%	69.70%	88.70%	N/A	70.70%	61.90%	75.20%	61.10%	73.30%	86.60%
Source: United States Department of Education, ED Data Express 1Idaho has an approved timeline extension request, and will not report an adjusted cohort graduation rate until SY 2013-14.

Education funding and expenditures

See also: Oregon state budget and finances

According to the National Association of State Budget Officers (NASBO), states spent an average of 19.8 percent of their total budgets on elementary and secondary education during fiscal year 2013. In addition, the United States Census Bureau found that approximately 45.6 percent of the country's school system revenue came from state sources, while about 45.3 percent came from local sources. The remaining portion of school system revenue came from federal sources.

Oregon spent approximately 14.3 percent of its budget on elementary and secondary education during fiscal year 2013. School system revenue came primarily from state funds. Oregon spent the smallest percentage of its total budget on public education when compared to its neighboring states.

Comparison of financial figures for school systems, fiscal year 2013
State	Percentage of budget	Per pupil spending	Revenue sources
			Percent federal funds	Percent state funds	Percent local funds
Oregon	14.3%	$9,543	7.8%	50.5%	41.7%
California	21.4%	$9,220	11.8%	52.9%	35.3%
Idaho	24.2%	$6,791	11.8%	63.4%	24.7%
Washington	23.4%	$9,672	8.6%	58.9%	32.5%
United States	19.8%	$10,700	9.1%	45.6%	45.3%
Sources: NASBO, "State Expenditure Report" (Table 8). U.S. Census Bureau, "Public Education Finances: 2013, Economic Reimbursable Surveys Division Reports" (Table 5 and Table 8).

Path to the ballot

See also: Laws governing the initiative process in Oregon

• Petition #65 was submitted by LaToya Fick and approved for circulation on March 22, 2016.
• A title was issued by the Oregon attorney general's office on December 11, 2015, and an amended title was issued on March 18, 2016.
• 88,184 valid signatures were required for qualification purposes.
• Supporters had until July 8, 2016, to collect the required signatures.
• Supporters submitted over 125,000 signatures on June 24, 2016.
• On July 14, 2016, the Oregon secretary of state's office certified the measure for the November ballot.

Cost of signature collection:
Sponsors of the measure hired Direct Action Partners Inc. to collect signatures for the petition to qualify this measure for the ballot. A total of $158,786.01 was spent to collect the 88,184 valid signatures required to put this measure before voters, resulting in a total cost per required signature (CPRS) of $1.80.

State profile

Demographic data for Oregon
	Oregon	U.S.
Total population:	4,024,634	316,515,021
Land area (sq mi):	95,988	3,531,905
Race and ethnicity**
White:	85.1%	73.6%
Black/African American:	1.8%	12.6%
Asian:	4%	5.1%
Native American:	1.2%	0.8%
Pacific Islander:	0.4%	0.2%
Two or more:	4.1%	3%
Hispanic/Latino:	12.3%	17.1%
Education
High school graduation rate:	89.8%	86.7%
College graduation rate:	30.8%	29.8%
Income
Median household income:	$51,243	$53,889
Persons below poverty level:	18.4%	11.3%
Source: U.S. Census Bureau, "American Community Survey" (5-year estimates 2010-2015) Click here for more information on the 2020 census and here for more on its impact on the redistricting process in Oregon. **Note: Percentages for race and ethnicity may add up to more than 100 percent because respondents may report more than one race and the Hispanic/Latino ethnicity may be selected in conjunction with any race. Read more about race and ethnicity in the census here.

Presidential voting pattern

See also: Presidential voting trends in Oregon

Oregon voted for the Democratic candidate in all seven presidential elections between 2000 and 2024.

Pivot Counties (2016)

Ballotpedia identified 206 counties that voted for Donald Trump (R) in 2016 after voting for Barack Obama (D) in 2008 and 2012. Collectively, Trump won these Pivot Counties by more than 580,000 votes. Of these 206 counties, two are located in Oregon, accounting for 0.97 percent of the total pivot counties.

Pivot Counties (2020)

In 2020, Ballotpedia re-examined the 206 Pivot Counties to view their voting patterns following that year's presidential election. Ballotpedia defined those won by Trump won as Retained Pivot Counties and those won by Joe Biden (D) as Boomerang Pivot Counties. Nationwide, there were 181 Retained Pivot Counties and 25 Boomerang Pivot Counties. Oregon had two Retained Pivot Counties, 1.10 of all Retained Pivot Counties.

More Oregon coverage on Ballotpedia

• Elections in Oregon
• United States congressional delegations from Oregon
• Public policy in Oregon
• Endorsers in Oregon
• Oregon fact checks
• More...

See also

Suggest a link

• Oregon 2016 ballot measures
• 2016 ballot measures
• Oregon Legislature
• List of Oregon ballot measures

Recent news

The link below is to the most recent stories in a Google news search for the terms Oregon 2016 Measure 98 Dropout. These results are automatically generated from Google. Ballotpedia does not curate or endorse these articles.

Oregon Measure 98, State Funding for Dropout Prevention and College Readiness Initiative (2016) - Google News

Related measures

See also: Education on the ballot

Education measures on the ballot in 2016
State	Measures
California	California Proposition 58, Non-English Languages Allowed in Public Education a
Alabama	Alabama Auburn University Board of Trustees, Amendment 1 a
Maine	Maine Tax on Incomes Exceeding $200,000 for Public Education, Question 2 a
Oklahoma	Oklahoma One Percent Sales Tax, State Question 779 d

External links

Basic information

• Oregon 2016 Voters' Pamphlet
• League of Women Voters of Oregon 2016 Ballot Measures Guide

Support

• Yes on 98
• Yes on 98 Facebook
• Yes on 98 Twitter

Footnotes

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