Failing the Basics: Oregon’s Students Are Falling Behind

That picture-perfect apple on the teacher’s desk has always been an icon of academic success—so why, in Oregon, does it feel like a hollow symbol of what could have been?

You’d think that shelling out more dollars for public education would guarantee a better outcome. Like ordering a premium pizza—pay more, get more toppings, right? Well, here in Oregon, that assumption doesn’t hold up. We’re spending a small fortune on schools, yet the results are bleaker than a school cafeteria lunch on Mystery Meat Monday.

This week’s piece is throwing a big, fluorescent spotlight on Oregon’s K–12 education landscape. Let’s be clear, though—it’s not a finger-pointing party aimed at teachers or administrators. They’re the unsung heroes hustling away while the state shrugs them off. Instead, we’re looking at how decades of half-baked policies have left our kids floundering. So sharpen those pencils, folks—it’s time to tackle the real issues.

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The Academic Reality Check

If the National Assessment for Educational Progress (NAEP) wanted to send Oregon a wake-up call, it nailed it—complete with neon lights and blaring sirens. Last week NAEP released their annual report card, and the 2024 scores show our fourth and eighth graders lagging in math and reading. Here’s the headline: nearly half of Oregon’s fourth graders are reading “below basic” levels, worse than the national average of 41%. Math results? One-third of our fourth graders are floundering, compared to 24% nationwide. And for eighth graders, 35% can’t keep pace in reading while a jaw-dropping 45% crash and burn in math.

If these were isolated dips, we could blame it on a rough year—maybe the kids had too many snow days or got lost in TikTok. But this is no blip. We’ve been on a downward slide for decades. Economically disadvantaged students and rural schools, like those in our district, get hit even harder. After two decades of “reform,” the gaps haven’t budged. Oregon’s stuck in a loop, handing out participation trophies for mediocrity.

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Below Basic – A System Failing Its Students

“Below Basic” isn’t just an unflattering label; it’s practically a life sentence for too many Oregon kids. At this level, a fourth grader might struggle to do simple two-digit addition without using their fingers. By eighth grade, they can’t solve an equation like 3x = 12 or decipher fractions on a number line.

It’s no better in reading. A “Below Basic” fourth grader may trip over multi-syllabic words and flounder with basic comprehension. Fast-forward to eighth grade, and many of these students can’t answer simple questions about a grade-level passage. None of these skills magically fix themselves, and without serious intervention, these children risk falling further behind every year. Oregon can’t afford to watch another generation slip through the cracks.

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The Funding Fiasco

If throwing money at a problem solved it, Oregon’s schools would be top-tier. We’re shelling out about $18,460 per student—significantly above the national average of $14,840—and getting cold, gray hamburger results instead of the filet mignon we paid for. Where’s all that cash going? Look no further than the swelling ranks of administrators and non-teaching staff. From 1992 to 2009, student enrollment grew 15%, teachers went up 13%, but administrators ballooned by a mind-boggling 47%. Yes, 47%.

Oregon’s not alone in this bureaucratic bloat. Nationwide, non-teaching positions grew 702% between 1950 and 2009—outpacing student enrollment by a country mile. If those roles had simply kept pace with actual enrollment, our public schools could free up $37.2 billion every year. That’s enough to give every teacher in the country an $11,700 raise or invest in things like updated textbooks, STEM labs, or mental health support.

Meanwhile, states like Massachusetts spend roughly the same per student but produce far better results. Their school districts have the freedom to invest in the essentials—teachers, materials, extended learning—not in endless administrative layers. Oregon ranks 35th in bang for its educational buck, which is a fancy way of saying we’re mediocre at best in using our funds efficiently. Unless we start directing the money into classrooms instead of cubicles, our students will stay stuck in the lower rungs of every ranking.

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Less Time in Class, Less Learning

But let’s not pin everything on the budget. Another glaring issue is attendance—or the lack thereof. Around 40% of Oregon’s students miss at least 16 days of school a year, which is basically an entire month. Even when they do show up, many districts offer fewer instructional hours than high-performing states. Some have shortened the school year or whittled down instructional time to save money—like cutting the corners of a rectangle and wondering why it looks less rectangular.

Fewer hours in class plus chronic absenteeism is a recipe for academic disaster. If we want better results, we have to tackle absenteeism head-on—working with parents, communities, and policymakers—and restore (or even expand) the number of hours spent in the classroom. Otherwise, it’s like expecting kids to become Olympic swimmers while draining half the pool.

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Teaching in the Crosshairs

Here’s the trifecta that’s sending Oregon’s teachers running for the hills: modest pay, bureaucratic red tape that could strangle a giant squid, and overcrowded classrooms (and don’t forget, even if they’d like to stay in Oregon, they can’t find affordable homes to buy or to rent). A recent legislative report puts Oregon’s three-year teacher attrition rate at 36%. And from 2021 to 2023, about 23% of teachers packed their bags every year. That’s not a slow leak; it’s a busted pipe.

Sure, there are state-run programs like the Oregon Mentoring Program (OMP) that offer a glimmer of hope. Mentored rookie teachers have a 6% higher chance of returning the following year than those who go it alone. But if we’re honest, we’re basically slapping a Band-Aid over a gaping wound. Without substantial changes—competitive salaries, less bureaucratic muck, real classroom support—any progress is going to be small potatoes.

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A Blueprint for Change

The Oregon legislature loves forming committees, hosting roundtables, and drafting proposals that gather dust on the shelf. Enough is enough. We don’t need more academic scribble-scrabble; we need action. The problems are clear, and so are the fixes. Here’s a cheat sheet:

1. More Instructional Time
   If kids are behind, give them more time to catch up. Longer school days, extended academic years—whatever it takes to match high-performing states.

2. Crack Down on Absenteeism
   School only works if students show up. Enforce attendance policies, hold parents accountable, and treat absenteeism like the crisis it is.

3. Redirect Funding to the Classroom
   No more expensive administrative mandates and programs that keep funding out of the classrooms. Prioritize teacher salaries, up-to-date materials, and student support services.

4. Attract (and Keep) Quality Teachers
   Pay them well, cut the administrative busywork, and ensure they have actual support in the classroom. Teaching should feel like a calling, not a chore.

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The Consequences of Inaction

Right now, Oregon’s education system is like a money pit that keeps demanding bigger checks without producing better results. We keep slipping down the national rankings, and our kids are the ones paying the price. If we don’t act now, future generations will shake their heads and wonder why we let our schools rot without lifting a finger.

The solutions aren’t complex, and the path is wide open—what’s missing is the political and public will to do something about it. If we keep throwing money at the same broken system, we’ll keep getting the same tragic results. It’s time to make smarter investments, give students more instructional time, and rebuild teaching as a viable, respected profession.

Will it be easy? Hardly. But unless we want Oregon’s students to remain stuck in a cycle of “Below Basic,” we’d better roll up our sleeves. A failing education system doesn’t just hurt our kids—it stifles the future of the entire state. Let’s break the cycle, one classroom at a time.