Oregon Accelerated Learning Dashboard

The Oregon accelerated learning dashboard provides information about public high school students in Oregon who participate in accelerated learning and their high school and college outcomes compared to students who do not participate in accelerated learning. Data are available at the individual high school, school district, education service district, community college service region, and state levels between the 2016/17 and 2024/25 academic years.

Exploring the Dashboard

Participation tab

Shows student participation rates in accelerated learning. Data are disaggregated by type of accelerated learning and student characteristics.

Composition Indexes tab

Explores whether different student groups are equitably represented in accelerated learning coursework.

Outcomes tab

Examines high school and college outcomes for students who participated in accelerated learning coursework, compared to those who did not participate.

Longitudinal tabs

Explores changes in participation rates, composition indexes, and outcomes over time by type of accelerated learning and student characteristics.

Dashboard Notes

This dashboard is based on analyses initially performed in the report Supporting the Transition to College: Accelerated Learning Access, Outcomes, and Credit Transfer in Oregon, which has an accompanying infographic.

Download the supplemental document on this dashboard for more information about data sources and definitions.

Term Definitions and FAQs

Types of Accelerated Learning

Used on the Participation and Composition Indexes tabs and their related displays on the Longitudinal tab.

Definitions adapted from Expanding Accelerated Learning in Oregon through Cross-Sector Regional Partnerships: Regional Promise Grant Evaluation (2017–2019 Biennium).

Advanced Placement (AP)

Courses that prepare students for the AP exam. Students may take the exam without taking the course or take the course without taking the exam. College credit is typically available only to those who take the exam and earn a certain score.

Direct Enrollment

Community college or university courses that high school students take on the community college/university campus or online, along with college students, taught by a college faculty member. Direct enrollment includes structured programs on college campuses, such as expanded options and early college, as well as direct enrollment by individual students in college courses on a college campus.

Dual Credit

Dual credit is high school-based college credit partnerships. There are three types of high school-based college credit partnerships:

Dual credit. Community college or university courses offered at a high school and taught by a high school teacher with traditional certification to teach dual credit (commonly a master’s degree in the subject area)

Sponsored dual credit. Community college or university courses offered at a high school and taught by a high school teacher who partners with a sponsoring faculty member at a college or university, typically through a professional learning community

Assessment-based learning. High school courses in which students can earn college credit by demonstrating they have achieved the course learning outcomes on assessments developed in partnership with postsecondary institutions

Dual Credit CTE

Dual credit courses (as described above) coded as career and technical education (CTE) courses taught by an instructor at a high school (includes CTE preparatory, apprenticeship, or supplementary dual credit courses) from an Oregon community college.

International Baccalaureate (IB)

Courses that follow the IB curriculum. Students take the exam only after taking the course, but they may take the course without taking the exam. College credit is typically available to only those who take the course and the exam and earn a certain score.

Participation in Accelerated Learning

Used on the Outcomes tab and related display on the Longitudinal tab.

All Students

Category includes all grade 12 students in the defined entity, student group, and academic year.

Student Took More Than One Accelerated Learning Course

Category includes all grade 12 students in the defined entity, student group, and academic year who enrolled in more than one course in any type of accelerated learning (including Advanced Placement, dual credit, direct enrollment, or International Baccalaureate) while enrolled in grades 9 through 12

Student Took One Accelerated Learning Course

Category includes all grade 12 students in the defined entity, student group, and academic year who enrolled in one course of any type of accelerated learning (including Advanced Placement, dual credit, direct enrollment, or International Baccalaureate) while enrolled in grades 9 through 12

Student Never Took Accelerated Learning

Category includes all grade 12 students in the defined entity, student group, and academic year who never enrolled in any type of accelerated learning (including Advanced Placement, dual credit, direct enrollment, or International Baccalaureate) while enrolled in grades 9 through 12.

Note: Advanced Placement and International Baccalaureate data are not available in 2019/20, though these courses were still offered. As a result, a student whose only experience with accelerated learning during grades 9 through 12 was in Advanced Placement or International Baccalaureate during the 2019/20 academic year will erroneously be included in the “student never took accelerated learning” category.

Student Group Definitions

Used on Participation, Composition Indexes, Outcomes, and Longitudinal tabs.

English Language Learner (ELL) Status

  • Student classified as an English learner in K–8 (not 9–12). The student has an indicator of being an English learner in any grade in K–8 but was reclassified before high school and does not have an indicator of being an English learner in grades 9–12.
  • Student classified as an English learner in 9–12. The student has an indicator of being an English learner in any grade in 9–12. Some of these students are long-term English learners and have an indicator of being English learners in K–8, as well. Others are new English language learners and have an indicator of being an English learner only in grades 9–12.
  • Student ever classified as an English learner. The student has an indicator of being an English learner in any grade level at an Oregon public school.
  • Student never classified as an English learner. The student never had an indicator of being an English learner in any grade level at an Oregon public school.

Free or Reduced-Price Lunch (FRPL) Eligibility

  • Student ever eligible for free or reduced-price lunch (FRPL) in grades K–5. The student has an indicator of FRPL eligibility prior to the 2019/20 academic year* in at least one year during grades K–5 at an Oregon public school
  • Student never eligible for free or reduced-price lunch (FRPL) in grades K–5. The student has no indicator of FRPL eligibility prior to the 2019/20 academic year* in grades K–5 at an Oregon public school

*Note: In some schools and districts, all students are classified as eligible for free or reduced-price lunch (regardless of financial need) based on the Community Eligibility Provision (CEP). Due to an increase in schools and districts qualifying under the CEP beginning with the 2019/20 academic year, student-level FRPL data from this year forward are not included in the calculation of whether a student was ever eligible for FRPL. More information about this program, including a list of participating schools and districts, is available on the Oregon Department of Education website. Please contact Sam Riggs and Kristidel McGregor with any questions about the program and the data presented in this dashboard.

Gender

Gender values reflect what was reported to the Oregon Department of Education during the selected academic year and may change over time for an individual student

Individualized Education Program (IEP) Status

  • Student ever received IEP. The student has received special education services in any grade level at an Oregon public school
  • Student never received IEP. The student never received special education services in any grade level at an Oregon public school

Race/Ethnicity

Race/ethnicity values reflect what was reported to the Oregon Department of Education during the selected academic year and may change over time for an individual student

Outcome Definitions

Used on the Outcomes tab and related display on the Longitudinal tab.

High School Graduation

  • Numerator: All grade 12 students who graduated high school during the academic year (graduation includes regular and modified high school diplomas)
  • Denominator: All grade 12 students enrolled during the academic year

Total Credits Attempted in First Post-High School Academic Year at Any Oregon Public Community College or University

Average total credits attempted in a first post-high school academic year for students who graduated from an Oregon high school and enrolled in an Oregon public community college or university in the year immediately following high school graduation

Total Credits Earned in First Post-High School Academic Year at Any Oregon Public Community College or University

Average total credits earned in a first post-high school academic year for students who graduated from an Oregon high school and enrolled in an Oregon public community college or university in the year immediately following high school graduation

Average GPA Earned in First Post-High School Academic Year at Any Oregon Public Community College or University

Average GPA earned in the first post-high school academic year for students who graduated from an Oregon high school and enrolled in an Oregon public community college or university in the year immediately following high school graduation

Frequently Asked Questions

Why is there missing data for my entity for certain years and/or student groups?

To protect student privacy, analyses on groups fewer than 10 are suppressed (not shown).

TIP. If your entity is small, select the combined academic year (e.g., “2022/23–2024/25” on the Participation tab). This approach pools multiple years of students, and often the Ns are large enough to be shown. Additionally, if you are viewing school-level data, change the entity to District or ESD to increase the sample size.

Why are there districts missing on the map of Oregon on the Overview tab and/or from the list of districts on the Participation, Composition Indexes, Outcomes, and Longitudinal tabs?

Data for that district may be suppressed (see missing data FAQ) or may not exist. This is the case for districts that do not serve grades 9–12 (i.e., elementary districts that serve students from prekindergarten/kindergarten through grade 5 or 8).

Why don’t I see data for students who were never eligible for free or reduced-price lunch in my entity?

In some schools and districts, all students are classified as eligible for free or reduced-price lunch (regardless of financial need) based on the Community Eligibility Provision (CEP). More information about this program, including a list of participating schools and districts, is available on the Oregon Department of Education website. Please contact Sam Riggs and Kristidel McGregor with any questions about the program and the data presented in this dashboard.

How can I download the data?

You can download the data underlying any figure in the dashboard. First, apply the filters for the data you want to view. Then, go to the dashboard footer (the gray bar) and click the Download icon. Select Crosstab, then choose whether to download the data as an Excel (.xlsx) file or a CSV (.csv) file.