Adult credentials, student learning, graduation, and public-school funding.
High school or higher91.8%2020–2024 · #22 of 50 · highest first
Associate degree or higher45.9%2020–2024 · #17 of 50 · highest first
Bachelor’s degree or higher36.8%2020–2024 · #16 of 50 · highest first
Oregon over time
Explore Oregon readings, major events and reviewed actions on the same date scale. Oregon officeholders appear in separate lanes. National event evidence describes national context; it does not measure a Oregon effect.
Major events & context · A curated selection, including uncertain effects. Milestone dates do not establish that an event caused a Oregon change.
Enacted / issuedDid not proceedPending / in progressStatus unclear
Colors show the latest recorded status. Passing one chamber is not enactment. A number groups actions with the same date, body and status.
Grade 4 reading Oregon · source units
OregonPublished U.S. benchmark
Move across the chart to inspect the nearest observation. Click or tap to keep a reading selected, or focus the chart and use the arrow keys. Hover over or focus a marker to explore; click or tap to pin. Press Escape to clear.
56 of 56 reviewed Oregon actions match · 27 date markers shown. 20 major events shown separately.
Oregon · 2024: 207 · Rank #47 of 50, highest first · U.S. benchmark: 215
FactVote uses NAEP Data Service mean scale scores for all public-school students in Oregon. The series uses the total student group and the main reading and mathematics composite scales for Grade 4 and Grade 8. NAEP is generally administered every two years; the 2021 administration was postponed, so the timeline moves from 2019 to 2022. NAEP results are estimates from a sample. Statistical significance, not a visual gap alone, determines whether scores differ. Each grade and subject has its own scale. Follow one line over time rather than comparing the numeric distance between grades or subjects. Annual observations use December 31; monthly observations use the first of the month. Lines connect consecutive readings and do not supply values between them. Missing observations break the lines.
The timeline combines the corresponding national fact’s reviewed event catalog, labeled National context, with individually reviewed state milestones. State events use primary sources and distinguish signing, effective and filing dates. Each milestone keeps its source-check date, geographical limits and evidence limits. This curated selection is not a complete history.
Date ranges affect events and actions. Action type, status and official-name search affect government records only. Events remain separate from action counts. An event after the latest observation extends context without creating a new reading.
Oregon · state comparison
Adult educational attainment
Adults age 25 and older. Higher credentials overlap: these measures must not be added together.
Oregon · 2020–202491.8%
Oregon rank#22among all 50 states
U.S. benchmark89.6%Same measure and period when published
#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.
High school or higher
Share of adults age 25+ with the stated credential or a higher credential.
Point-estimate ranks are not tests of statistical significance.
Compare states on the graph
Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Oregon stays highlighted. Values use the same measure and period.
Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Oregon has a dark outline.
Lower value · 84.7%Higher value · 94.9%Striped: unavailable
Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.
Oregon · 91.8%2020–2024 · Rank #22 of 50, highest firstSelected state
50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.
Compare Oregon with every state · 50 ranked
High school or higher · 2020–2024 · highest value ranked #1
Rank
State
Value
Comparison notes
#1
Vermont
94.9%
—
#2
Maine
94.8%
—
#3
Montana
94.6%
—
#4
New Hampshire
94.4%
—
#5
Wyoming
94.2%
—
#6
North Dakota
94%
—
#7
Minnesota
93.9%
—
#8
Wisconsin
93.6%
—
#9
Alaska
93.6%
—
#10
Utah
93.4%
—
#11
Iowa
93.3%
—
#12
South Dakota
93.2%
—
#13
Hawaii
93.2%
—
#14
Colorado
92.9%
—
#15
Washington
92.3%
—
#16
Nebraska
92.2%
—
#17
Pennsylvania
92.1%
—
#18
Michigan
92.1%
—
#19
Kansas
92%
—
#20
Idaho
91.9%
—
#21
Missouri
91.9%
—
#22
Oregon · your comparison
91.8%
—
#23
Ohio
91.8%
—
#24
Delaware
91.7%
—
#25
Virginia
91.6%
—
#26
Connecticut
91.5%
—
#27
Massachusetts
91.4%
—
#28
Maryland
91.1%
—
#29
New Jersey
90.7%
—
#30
Illinois
90.5%
—
#31
Indiana
90.4%
—
#32
North Carolina
90.1%
—
#33
South Carolina
90.1%
—
#34
Tennessee
90%
—
#35
Florida
89.9%
—
#36
Rhode Island
89.7%
—
#37
Oklahoma
89.4%
—
#38
Arizona
89.4%
—
#39
West Virginia
89.3%
—
#40
Georgia
89.2%
—
#41
Kentucky
88.9%
—
#42
Arkansas
88.7%
—
#43
Alabama
88.6%
—
#44
New Mexico
88%
—
#45
New York
88%
—
#46
Nevada
87.5%
—
#47
Louisiana
87.3%
—
#48
Mississippi
87.1%
—
#49
Texas
86%
—
#50
California
84.7%
—
All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.
Share of Oregon residents age 25 and older whose reported attainment is a regular high school diploma or equivalent (including GED or an alternative credential), some college, or an associate’s or higher degree.
This source snapshot keeps its own definition and period. A rank shown elsewhere applies only to that comparison’s measure and period.
Method and limitations
U.S. Census Bureau QuickFacts, sourced from the American Community Survey 2020–2024 five-year estimate.
This is an adult educational-attainment measure, not a current high-school graduation rate or a measure of school quality.
A statewide estimate can obscure differences across communities and demographic groups.
NAEP state comparisons use public-school students in the same grade and subject. National benchmarks include public and private schools.
Oregon · 2024207
Oregon rank#47among all 50 states
U.S. benchmark215Same measure and period when published
#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.
Grade 4 reading
FactVote uses NAEP Data Service mean scale scores for all public-school students in Oregon. The series uses the total student group and the main reading and mathematics composite scales for Grade 4 and Grade 8.
NAEP is generally administered every two years; the 2021 administration was postponed, so the timeline moves from 2019 to 2022. NAEP results are estimates from a sample. Statistical significance, not a visual gap alone, determines whether scores differ. Each grade and subject has its own scale. Follow one line over time rather than comparing the numeric distance between grades or subjects.
Hover to inspect. Click or tap to compare that period with every state. Focus the graph and use arrow keys, Home or End to select a period. Press Escape to return to the latest period.
Oregon
2024 · Oregon: 207 · Rank #47 of 50, highest first · U.S. benchmark: 215 · Selected for state comparisonView history and select a period
Oregon Grade 4 reading history
Period
Oregon
Compare
2003
217.6
2005
216.9
2007
215
2009
218.1
2011
216.4
2013
219.1
2015
220.2
2017
217.5
2019
217.7
2022
210.3
2024
207
Compare states on the graph
Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Oregon stays highlighted. Values use the same measure and period.
Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Oregon has a dark outline.
Lower value · 200.6Higher value · 224.8Striped: unavailable
Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.
Oregon · 2072024 · Rank #47 of 50, highest firstSelected state
50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.
Compare Oregon with every state · 50 ranked
Grade 4 reading · 2024 · highest value ranked #1
Rank
State
Value
Comparison notes
#1
Massachusetts
224.8
—
#2
Wyoming
221.9
—
#3
New Jersey
221.6
—
#4
New Hampshire
221.5
—
#5
Colorado
220.9
—
#6
Indiana
220.1
—
#7
Utah
219.3
—
#8
Connecticut
219.2
—
#9
Mississippi
218.5
—
#10
Florida
218.2
—
#11
Kentucky
218
—
#12
Montana
217.2
—
#13
Rhode Island
216.3
—
#14
Louisiana
216
—
#14
Ohio
216
—
#16
Hawaii
215.8
—
#16
Pennsylvania
215.8
—
#18
Idaho
215.7
—
#18
Washington
215.7
—
#20
Maryland
215.6
—
#21
North Dakota
215.5
—
#22
Wisconsin
215.3
—
#23
Tennessee
215.1
—
#24
South Carolina
214.9
—
#25
Iowa
214.6
—
#25
New York
214.6
—
#27
Georgia
214.4
—
#27
Minnesota
214.4
—
#29
Illinois
214.2
—
#30
South Dakota
214.1
—
#30
Virginia
214.1
—
#32
North Carolina
213.4
—
#33
Alabama
213.2
—
#34
Kansas
213.1
—
#34
Nevada
213.1
—
#36
Vermont
212.7
—
#37
Missouri
211.9
—
#37
Texas
211.9
—
#39
California
211.7
—
#39
Nebraska
211.7
—
#41
Arkansas
209.7
—
#42
Maine
209.6
—
#43
Delaware
209.5
—
#44
Michigan
209.1
—
#45
Arizona
208.1
—
#46
Oklahoma
207.3
—
#47
Oregon · your comparison
207
—
#48
West Virginia
205.9
—
#49
Alaska
201.6
—
#50
New Mexico
200.6
—
All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.
Compare spending per pupil and the composition of school revenue and current spending.
Oregon · FY2024$18,083
Oregon rank#19among all 50 states
U.S. benchmark$17,619Same measure and period when published
#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.
Current spending per pupil
Public elementary-secondary current spending per enrolled pupil.
Current spending excludes capital spending. More spending is not itself a measure of student outcomes.
Compare states on the graph
Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Oregon stays highlighted. Values use the same measure and period.
Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Oregon has a dark outline.
Lower value · $11.06KHigher value · $31.92KStriped: unavailable
Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.
Oregon · $18,083FY2024 · Rank #19 of 50, highest firstSelected state
50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.
Compare Oregon with every state · 50 ranked
Current spending per pupil · FY2024 · highest value ranked #1
Rank
State
Value
Comparison notes
#1
New York
$31,918
—
#2
Vermont
$28,818
—
#3
New Jersey
$27,234
—
#4
Connecticut
$26,316
—
#5
Massachusetts
$24,429
—
#6
Hawaii
$23,878
—
#7
New Hampshire
$22,978
—
#8
Delaware
$22,201
—
#9
Rhode Island
$22,110
—
#10
Illinois
$21,776
—
#11
Pennsylvania
$21,091
—
#12
Alaska
$21,004
—
#13
California
$20,791
—
#14
Wyoming
$20,521
—
#15
Maryland
$20,208
—
#16
Maine
$19,962
—
#17
Washington
$18,564
—
#18
Michigan
$18,314
—
#19
Oregon · your comparison
$18,083
—
#20
New Mexico
$17,664
—
#21
Ohio
$17,257
—
#22
Virginia
$17,104
—
#23
North Dakota
$17,102
—
#24
Minnesota
$17,098
—
#25
Nebraska
$16,147
—
#26
Wisconsin
$15,952
—
#27
Colorado
$15,908
—
#28
Georgia
$15,833
—
#29
West Virginia
$15,640
—
#30
Louisiana
$15,581
—
#31
Kansas
$15,558
—
#32
South Carolina
$15,060
—
#33
Nevada
$14,812
—
#34
Kentucky
$14,596
—
#35
Iowa
$14,369
—
#36
Missouri
$14,241
—
#37
Arkansas
$13,873
—
#38
Montana
$13,656
—
#39
Alabama
$13,627
—
#40
Indiana
$13,622
—
#41
North Carolina
$12,995
—
#42
Texas
$12,895
—
#43
Tennessee
$12,882
—
#44
South Dakota
$12,828
—
#45
Florida
$12,693
—
#46
Mississippi
$12,324
—
#47
Oklahoma
$12,162
—
#48
Arizona
$12,003
—
#49
Utah
$11,347
—
#50
Idaho
$11,060
—
All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.
The federal comparison uses a common adjusted cohort and school year. A newer state graduation snapshot, where retained, uses its own source and period; adult attainment is a separate measure.
Oregon · 2021–2281%
Oregon rank#44among 48 states with data
U.S. benchmark87%Same measure and period when published
#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.
Federal public-school cohort graduation rate
Share of the adjusted ninth-grade public-school cohort graduating in four years. From 2017–18, the federal measure counts regular diplomas and eligible state-defined alternate diplomas for students with the most significant cognitive disabilities; earlier years count regular diplomas only.
Published NCES state comparison through 2021–22. Rounded whole percentages produce tied ranks. Missing or suppressed values are excluded. Any newer state graduation snapshot uses its own period and cannot inherit this rank.
Hover to inspect. Click or tap to compare that period with every state. Focus the graph and use arrow keys, Home or End to select a period. Press Escape to return to the latest period.
Oregon
2021–22 · Oregon: 81% · Rank #44 of 48, highest first · U.S. benchmark: 87% · Selected for state comparisonView history and select a period
Oregon Federal public-school cohort graduation rate history
Period
Oregon
Compare
2011–12
68%
2012–13
69%
2013–14
72%
2014–15
74%
2015–16
75%
2016–17
77%
2017–18
79%
2018–19
80%
2019–20
83%
2020–21
81%
2021–22
81%
Compare states on the graph
Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Oregon stays highlighted. Values use the same measure and period.
Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Oregon has a dark outline.
Lower value · 77%Higher value · 91%Striped: unavailable
Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.
Oregon · 81%2021–22 · Rank #44 of 48, highest firstSelected state
50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.
Compare Oregon with every state · 48 ranked, 2 unavailable
Federal public-school cohort graduation rate · 2021–22 · highest value ranked #1
Rank
State
Value
Comparison notes
#1
West Virginia
91%
—
#2
Iowa
90%
—
#2
Kentucky
90%
—
#2
Massachusetts
90%
—
#2
Missouri
90%
—
#2
Tennessee
90%
—
#2
Texas
90%
—
#2
Wisconsin
90%
—
#9
Connecticut
89%
—
#9
Kansas
89%
—
#9
Mississippi
89%
—
#9
Virginia
89%
—
#13
Alabama
88%
—
#13
Arkansas
88%
—
#13
Delaware
88%
—
#13
Indiana
88%
—
#13
New Hampshire
88%
—
#13
Utah
88%
—
#19
California
87%
—
#19
Florida
87%
—
#19
Illinois
87%
—
#19
Nebraska
87%
—
#19
New York
87%
—
#19
Pennsylvania
87%
—
#25
Hawaii
86%
—
#25
Maine
86%
—
#25
Maryland
86%
—
#25
Montana
86%
—
#25
North Carolina
86%
—
#25
Ohio
86%
—
#31
New Jersey
85%
—
#31
North Dakota
85%
—
#33
Georgia
84%
—
#33
Minnesota
84%
—
#33
South Carolina
84%
—
#33
Washington
84%
—
#37
Louisiana
83%
—
#37
Rhode Island
83%
—
#37
Vermont
83%
—
#40
Colorado
82%
—
#40
Nevada
82%
—
#40
South Dakota
82%
—
#40
Wyoming
82%
—
#44
Michigan
81%
—
#44
Oregon · your comparison
81%
—
#46
Idaho
80%
—
#47
Alaska
78%
—
#48
Arizona
77%
—
—
New Mexico
Not available
No comparable published observation for this period; excluded from rank.
—
Oklahoma
Not available
No comparable published observation for this period; excluded from rank.
All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.
Published charges describe prices before aid. Costs and outcomes require their own definitions and populations.
Oregon · 2022–23$12,424
Oregon rank#13among all 50 states
U.S. benchmark$9,750Same measure and period when published
#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.
Public four-year in-state tuition and fees
Average published annual charges at degree-granting postsecondary institutions in the state.
2022–23 academic year, current dollars. Tuition averages are weighted by undergraduate enrollment; room and board use the NCES reporting universe. Charges exclude aid and do not equal a typical student’s net cost.
Compare states on the graph
Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Oregon stays highlighted. Values use the same measure and period.
Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Oregon has a dark outline.
Lower value · $4.54KHigher value · $17.6KStriped: unavailable
Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.
Oregon · $12,4242022–23 · Rank #13 of 50, highest firstSelected state
50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.
Compare Oregon with every state · 50 ranked
Public four-year in-state tuition and fees · 2022–23 · highest value ranked #1
Rank
State
Value
Comparison notes
#1
Vermont
$17,600
—
#2
New Hampshire
$17,019
—
#3
Pennsylvania
$16,217
—
#4
Connecticut
$15,763
—
#5
New Jersey
$15,265
—
#6
Illinois
$14,921
—
#7
Virginia
$14,825
—
#8
Rhode Island
$14,744
—
#9
Michigan
$14,718
—
#10
Massachusetts
$14,345
—
#11
Minnesota
$12,873
—
#12
South Carolina
$12,604
—
#13
Oregon · your comparison
$12,424
—
#14
Delaware
$11,922
—
#15
Arizona
$11,768
—
#16
Kentucky
$11,299
—
#17
Alabama
$11,081
—
#18
Ohio
$10,922
—
#19
Maine
$10,813
—
#20
Hawaii
$10,484
—
#21
Tennessee
$10,437
—
#22
Iowa
$10,121
—
#23
Maryland
$10,041
—
#24
Missouri
$9,926
—
#25
Indiana
$9,886
—
#26
Louisiana
$9,843
—
#27
Colorado
$9,798
—
#28
North Dakota
$9,728
—
#29
Kansas
$9,274
—
#30
Mississippi
$9,120
—
#31
South Dakota
$9,079
—
#32
Wisconsin
$8,974
—
#33
Arkansas
$8,879
—
#34
Nebraska
$8,862
—
#35
West Virginia
$8,715
—
#36
California
$8,637
—
#37
New York
$8,575
—
#38
Oklahoma
$8,519
—
#39
Alaska
$8,291
—
#40
Texas
$8,195
—
#41
Washington
$8,006
—
#42
Idaho
$7,640
—
#43
New Mexico
$7,526
—
#44
North Carolina
$7,327
—
#45
Montana
$7,299
—
#46
Utah
$7,215
—
#47
Georgia
$7,075
—
#48
Nevada
$6,723
—
#49
Wyoming
$5,100
—
#50
Florida
$4,540
—
All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.
Explore current officeholders and explicitly reviewed historical executive officials, labeled at the time of their actions. Timeline dates, action type, status and search also filter this list. Read any record’s summary, latest recorded status and official evidence below, or open it beside the timeline.
56 of 56 reviewed Oregon actions · newest first
Jul 22, 2026 · S 5071 · Children's Safe Welcome Act of 2026 · IntroducedU.S. Congress · Oregon delegation · S 5071
Children's Safe Welcome Act of 2026
Jul 22, 2026 · Introduced
Sen. Jeff Merkley · Sponsored
FactVote reviewed summary
Would change asylum processing, custody and placement protections for noncitizen children.
2026-07-22: Read twice and referred to the Committee on the Judiciary. No enactment is recorded in this snapshot.
Why this record is included
Foreign-born residents include naturalized citizens and lawfully and unlawfully present noncitizens. A provision about a particular immigration status concerns only a subset of that population; it does not change a person’s birthplace. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Residents who are foreign-born. This record’s connection to the topic does not establish an effect on the measured result.
res and temporary placements following apprehensionSec. 101. Prohibition on family separation.Sec. 102. Protections for noncitizen children.Sec. 103. Nonadversarial asylum processing for noncitizen children.Sec. 104. Standards for U.S. Customs and Border Protection detention of noncitizen children.Sec. 105. Standards for U.S. Customs and Border Protection facilities housing noncitizen children.Sec. 106. Modification of term asylum officer to exclude officers of U.S. Customs and Border Protection.TITLE II—Standards for Department of Health and Human Services custody of unaccompanied noncitizen childrenSubtitle A—Standards for foster care homes and childcare facilitiesSec. 201. Operation of foster care homes and childcare facilities.Sec. 202. Notice of rights.Sec. 203. Staffing and training.Subtitle B—Services for unaccompanied noncitizen childrenSec. 211. Required services.Sec. 212. Evaluation for disability.Sec. 213. Education.Sec. 214. Recreation.Subtitle C—Placement of childrenSec. 221. Phasing out large congregate care facilities.Sec. 222. Least restrictive setting.Sec. 223. Foster family care.Sec. 224. Additional requirements relating to children with disabilities and children with mental health needs.Sec. 225. Minimizing transfers.Sec. 226. Restrictive placements.Sec. 227. Judicial review of placement.Subtitle D—Family reunification and standards relating to sponsorsSec. 231. Family reunification efforts by Office of Refugee Resettlement.Sec. 232. Standards relating to sponsors.Sec. 233. Special considerations relating to release of children with disabilities.Subtitle E—ReleaseSec. 241. Procedures for release.Sec. 242. Post-release services.Sec. 243. Individuals attaining 18 years of age.Sec. 244. Custody review by Ombudsperson.TITLE III—Emergencies and influxesSec. 301. Sense of Congress.Sec. 302. Definitions.Sec
Inspect this action on the timeline ↑Mar 31, 2026 · SB 1594 · Signed SB 1594: Requires the Department of Justice to consult with the Office of Immigrant and Refugee Advancement when the department develops, reviews or updates model policies intended to limit immigration enforcement at public facilities. · SignedGovernor · SB 1594
Signed SB 1594: Requires the Department of Justice to consult with the Office of Immigrant and Refugee Advancement when the department develops, reviews or updates model policies intended to limit immigration enforcement at public facilities.
Mar 31, 2026 · Signed
Gov. Tina Kotek · Signed
FactVote reviewed summary
Signed SB 1594 (2026R1): Requires the Department of Justice to consult with the Office of Immigrant and Refugee Advancement when the department develops, reviews or updates model policies intended to limit immigration enforcement at public facilities.
Approved 2026-03-31. 2026-04-06: Effective date, March 31, 2026. The session has adjourned. This records legislative disposition, not current enforceability. A signature is separate from implementation.
Why this record is included
Foreign-born residents include naturalized citizens and lawfully and unlawfully present noncitizens. A provision about a particular immigration status concerns only a subset of that population; it does not change a person’s birthplace. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Residents who are foreign-born. This record’s connection to the topic does not establish an effect on the measured result.
l policies intended to limit, to the fullest extent possible consistent with state and federal law, immigration enforcement at public schools, public health facilities, courthouses, public shelters and other public facilities operated by a public body. (2) When the Department of Justice develops, reviews or updates the model policies described in subsection (1) of this section, the department shall consult with the Office of Immigrant and Refugee Advancement. [(2)] (3) All public bodies are encouraged to implement policies based on the model policies described in subsection (1) of this section. [(3)] (4) Any entity that contracts with a public body to provide services related to physical or mental health, education or access to justice is encouraged to adopt policies based on the model policies described in subsection (1) of this section. [(4)] (5) The Attorney General may adopt rules to implement this section. SECTION 1a. If Senate Bill 1538 becomes law, section 6, chapter 25, Oregon Laws 2026 (Enrolled Senate B ill 1538) (amending ORS 180.810), is repealed and ORS 180.810, as amended by section 1 of this 2026 Act, is amended to read: 180.810. (1) The Attorney General shall publish model policies intended to limit, to the fullest extent possible consistent with state and federal law, immigration enforcement at public schools, public health facilities, courthouses, public shelters and other public facilities operated by a public body. (2) When the Department of Justice develops, reviews or updates the model policies described in subsection (1) of this section, the department shall consult with the Office of Immigrant and Refugee Advancement. (3) For the purpose of developing a policy under subsection (1) of this section for public schools for kindergarten through grade
Inspect this action on the timeline ↑Mar 31, 2026 · HB 4079 · Signed HB 4079: Directs school district boards and governing bodies of institutions of higher education to adopt policies that address how the school district or the institution of higher education will respond when a federal immigration authority enters school property or a campus. · SignedGovernor · HB 4079
Signed HB 4079: Directs school district boards and governing bodies of institutions of higher education to adopt policies that address how the school district or the institution of higher education will respond when a federal immigration authority enters school property or a campus.
Mar 31, 2026 · Signed
Gov. Tina Kotek · Signed
FactVote reviewed summary
Signed HB 4079 (2026R1): Directs school district boards and governing bodies of institutions of higher education to adopt policies that address how the school district or the institution of higher education will respond when a federal immigration authority enters school property or a campus.
Approved 2026-03-31. 2026-04-06: Chapter 48, (2026 Laws): Effective date September 30, 2026. The session has adjourned. This records legislative disposition, not current enforceability. A signature is separate from implementation.
Why this record is included
Foreign-born residents include naturalized citizens and lawfully and unlawfully present noncitizens. A provision about a particular immigration status concerns only a subset of that population; it does not change a person’s birthplace. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Residents who are foreign-born. This record’s connection to the topic does not establish an effect on the measured result.
OREGON LAWS 2026 Chap. 48 CHAPTER 48 AN ACT HB 4079 Relating to policies for when federal immigration authorities enter public education property; and prescribing an effective date. Be It Enacted by the People of the State of Oregon: SECTION 1. (1) As used in this section: (a) “Community-based service provider” means a person that provides services to students at a school as a contractor, an agent or a volunteer. (b) “Federal immigration authority” has the meaning given that term in ORS 180.805. (c) “Immigration enforcement” has the meaning given that term in ORS 181A.822. (d) “School district” includes a school district, an education service district and a public charter school. (e) “School district board” includes a school district board, the board of directors of an education service district and the governing body of a public charter school. (f) “School property” means any real property owned or controlled by or on behalf of a school district that is accessed by students of the school district on a regular basis, as determined by the school district board. (2) Each school district board shall adopt a policy for providing notice when a federal immigration authority is confirmed to have entered school property for immigration enforcement. The policy must be consistent with applicable model policies published by the Attorney General as provided by ORS 180.810. (3) The policy adopted under this section must: (a) Identify at least one administrator for the school district, or at least one designee of the administrator, who shall be designated to: (A) Confirm that a federal immigration authority has entered school property for immigration enforcement; and (B) Provide notice when a federal immigration authority is confirmed to have entered school property for imm
Inspect this action on the timeline ↑Mar 31, 2026 · HB 4079 · Directs school district boards and governing bodies of institutions of higher education to adopt policies that address how the school district or the institution of higher education will respond when a federal immigration authority enters school property or a campus. · EnactedOregon Legislature · HB 4079
Directs school district boards and governing bodies of institutions of higher education to adopt policies that address how the school district or the institution of higher education will respond when a federal immigration authority enters school property or a campus.
Mar 31, 2026 · Enacted
Rep. Sarah Finger McDonald · Sponsored / Sen. Courtney Neron Misslin · Sponsored / Rep. Tom Andersen · Sponsored / Rep. Willy Chotzen · Sponsored / Rep. Lisa Fragala · Sponsored / Rep. Ricki Ruiz · Sponsored / Sen. Lew Frederick · Sponsored
FactVote reviewed summary
Chief sponsorship of HB 4079 (2026R1): Directs school district boards and governing bodies of institutions of higher education to adopt policies that address how the school district or the institution of higher education will respond when a federal immigration authority enters school property or a campus.
2026-04-06: Chapter 48, (2026 Laws): Effective date September 30, 2026. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
Foreign-born residents include naturalized citizens and lawfully and unlawfully present noncitizens. A provision about a particular immigration status concerns only a subset of that population; it does not change a person’s birthplace. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Residents who are foreign-born. This record’s connection to the topic does not establish an effect on the measured result.
Directs school district boards and governing bodies of institutions of higher education to adopt policies that address how the school district or the institution of higher education will respond when a federal immigration authority enters school property or a campus.
Inspect this action on the timeline ↑Jan 30, 2026 · EO 26-04 · Ensuring State Coordination for Immigrant and Refugee Communities to Promote Dignity and Safety · IssuedGovernor · EO 26-04
Ensuring State Coordination for Immigrant and Refugee Communities to Promote Dignity and Safety
Jan 30, 2026 · Issued
Gov. Tina Kotek · Issued
FactVote reviewed summary
Established interagency coordination of immigration-enforcement responses and immigrant and refugee programs.
Issued 2026-01-30. This is the dated instrument; later extensions, termination and implementation are separate.
Why this record is included
Foreign-born residents include naturalized citizens and lawfully and unlawfully present noncitizens. A provision about a particular immigration status concerns only a subset of that population; it does not change a person’s birthplace. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Residents who are foreign-born. This record’s connection to the topic does not establish an effect on the measured result.
THEREFORE, IT IS HEREBY DIRECTED AND ORDERED: • The Interagency Council for Immigrant and Refugee Coordination (the "Council") is established. • The Council's purpose is to coordinate internal agency efforts in response to increased federal immigration enforcement activity using existing resources to ensure alignment with Oregon sanctuary law and practices with the goal of strengthening existing state programs to support immigrant and refugee communities. • The membership should include: • The Governor, or her designee, • Directors of: • Department of Administrative Services (DAS); Office of the Governor State of Oregon EXECUTIVE ORDER NO. 26-04 PAGE THREE • Department of Early Learning and Care (DELC); • Department of Consumer and Business Services (DCBS); • Higher Education Coordinating Commission (HECC); • Office of Immigrant and Refugee Advancement (OIRA); • Oregon Department of Education (ODE); • Oregon Department of Human Services (ODHS); • Oregon Department of Transportation (ODOT); • Oregon Employment Department (OED); • Oregon Health Authority (OHA); • Oregon Housing and Community Services (OHCS) • Additional agencies may be identified as necessary participants by the Governor. • The Council will be led by the Director of OIRA. • The Council shall; • Coordinate and identify the infrastructure necessary for sustained cross-agency collaboration, including establishing consistent processes and ensuring reliable communication among state agencies and with communities across Oregon. Develop a partner engagement plan, in coordination with partner organizations representing impacted communities, to ensure that the Council's work is informed by immigrant and refugee communities on an on-going basis. Develop a proposed scope of work, including establishing measurable objectives and goals to support immigrant and refug
Inspect this action on the timeline ↑Jul 17, 2025 · HB 2316 · Signed HB 2316: Allows designation by the Oregon Department of Administrative Services of certain state-owned and locally nominated lands within an urban growth boundary as home start lands to be used for affordable housing. · SignedGovernor · HB 2316
Signed HB 2316: Allows designation by the Oregon Department of Administrative Services of certain state-owned and locally nominated lands within an urban growth boundary as home start lands to be used for affordable housing.
Jul 17, 2025 · Signed
Gov. Tina Kotek · Signed
FactVote reviewed summary
Signed HB 2316 (2025R1): Allows designation by the Oregon Department of Administrative Services of certain state-owned and locally nominated lands within an urban growth boundary as home start lands to be used for affordable housing.
Approved 2025-07-17. 2025-08-07: Chapter 481, (2025 Laws): Effective date September 26, 2025. The session has adjourned. This records legislative disposition, not current enforceability. A signature is separate from implementation.
Why this record is included
Gross rent includes contract rent and tenant-paid utilities. Rental protections, assistance, and housing supply concern components of rental-market conditions; they do not set Oregon’s median rent. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Median gross rent. This record’s connection to the topic does not establish an effect on the measured result.
OREGON LAWS 2025 Chap. 481 CHAPTER 481 AN ACT HB 2316 Relating to lands designated for housing; and prescribing an effective date. Be It Enacted by the People of the State of Oregon: SECTION 1. Definitions. As used in sections 1 to 11 of this 2025 Act: (1) “Affordable housing” means dwellings or dwelling units offered for purchase or rent, with or without government assistance, to individuals who are members of low or moderate income households at a sales price or rent that is affordable to those households. (2) “Cottage clusters” has the meaning given that term in ORS 197A.420. (3) “Home start lands” mean lands designated by the Oregon Department of Administrative Services under section 2 or 3 of this 2025 Act. (4)(a) “Lands owned by the state” means real property or interest in real property that is: (A) Subject to ORS 270.100; (B) Controlled by the State Department of Fish and Wildlife; (C) State forestlands that the State Forestry Department controls; (D) Controlled by the Department of Transportation; (E) Controlled by the State Parks and Recreation Department; or (F) Controlled by the Department of State Lands. (b) “Lands owned by the state” does not include real property that is: (A) State lands as classified in ORS 273.251, or is otherwise a part of the Common School Fund; (B) Land held by the state as a trustee; (C) Lands whose use under sections 1 to 11 of this 2025 Act would be unconstitutional or prohibited by or inconsistent with any federal law; or (D) Lands for which the state has only subsurface ownership or mineral rights. (5) “Local government” means: (a) For land within a city’s boundaries, the city; or (b) For all other land not described in paragraph (a) of this subsection, t he county in which the land is located. (6) “Low income house
Records come from published fact relationships or reviewed topic records with official supporting evidence and verified Oregon officeholder attribution. Historical executive officials require evidence tied to the action date and are excluded from incumbent proposals. Inclusion follows an explicit topic review, a related state fact, or the action’s title and supporting evidence. Explicit topic reviews take priority; repeated actions use the most recent explicit review for this topic. Duplicate actions attached to several facts appear once. This topic match is not a new finding that an action caused a result, and the reviewed collection is selective. Collection reviewed Oct 5, 2026.
What candidates are saying
Explore statements about schools, learning, college costs and educational attainment from FactVote’s Oregon candidate profiles. Compare candidates within each recorded race, with each person’s matching statements kept together. These are candidate and campaign statements, not verified outcomes.
68 statements from 13 candidates
2026 Oregon Governor — General Election
3 candidates with matching statements · 29 statements
• Grant local elected school boards full authority over the framing of historical interpretation, social theory, sex education, and gender identity policy in curriculum.
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Source topic or question: K-12 Education
Candidate campaign source
• Grant local elected school boards full authority over the framing of historical interpretation, social theory, sex education, and gender identity policy in curriculum.
Statement date not recorded · Profile reviewed Sep 18, 2026
Opt Oregon into a Federal Scholarship Tax Credit program to help over 575,000 students pay for tutoring, after-school programs, special education services and other educational supports.
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
Opt Oregon into a Federal Scholarship Tax Credit program to help over 575,000 students pay for tutoring, after-school programs, special education services and other educational supports.
Statement date not recorded · Profile reviewed Sep 15, 2026
Increase classroom time by moving Oregon from an instructional hour-based system to a school day-based system with statewide standards for what constitutes a school day.
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
Increase classroom time by moving Oregon from an instructional hour-based system to a school day-based system with statewide standards for what constitutes a school day.
Statement date not recorded · Profile reviewed Sep 15, 2026
Increase support for students with disabilities by strengthening funding for special education and helping schools better serve students with unique learning needs.
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
Increase support for students with disabilities by strengthening funding for special education and helping schools better serve students with unique learning needs.
Statement date not recorded · Profile reviewed Sep 15, 2026
Develop Oregon's workforce by expanding apprenticeships and CTE, aligning workforce development programs and our schools with employer needs, measuring success through job placement and wage growth and accelerating occupational license recognition.
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Source topic or question: Economy, jobs, taxes, and affordability
Candidate campaign source
Develop Oregon's workforce by expanding apprenticeships and CTE, aligning workforce development programs and our schools with employer needs, measuring success through job placement and wage growth and accelerating occupational license recognition.
Statement date not recorded · Profile reviewed Sep 15, 2026
Restore high academic expectations by reinstating meaningful graduation requirements and ensuring Oregon students graduate prepared for work, college, the trades or military service.
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Source topic or question: National security, foreign policy, and veterans
Candidate campaign source
Restore high academic expectations by reinstating meaningful graduation requirements and ensuring Oregon students graduate prepared for work, college, the trades or military service.
Statement date not recorded · Profile reviewed Sep 15, 2026
When the government and extremists crippled the timber industry, her family moved often in search of work and stability. Before graduating from high school and heading off to college, Christine had lived in 15 different homes. Those experiences taught her how decisions made in Salem can hurt people …
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Source topic or question: Forests, wildfire resilience, water, and rural land use
Candidate campaign source
When the government and extremists crippled the timber industry, her family moved often in search of work and stability. Before graduating from high school and heading off to college, Christine had lived in 15 different homes. Those experiences taught her how decisions made in Salem can hurt people who just want to build a better life. Christine believes government should focus on clearing the path to opportunity and bettering people’s lives – not making things harder.
Statement date not recorded · Profile reviewed Sep 15, 2026
Oregon is an incredible state full of hardworking people, strong communities, and limitless potential. We should be the best place in the nation to raise a family, start a business, buy a home, and receive a world-class education. But for too many Oregonians, that promise feels out of reach.
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
Oregon is an incredible state full of hardworking people, strong communities, and limitless potential. We should be the best place in the nation to raise a family, start a business, buy a home, and receive a world-class education. But for too many Oregonians, that promise feels out of reach.
Statement date not recorded · Profile reviewed Sep 15, 2026
As Governor, Christine Drazan will restore high expectations, empower teachers, expand educational opportunities and put students–not politics or bureaucracy–at the center of Oregon's public education system.
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
As Governor, Christine Drazan will restore high expectations, empower teachers, expand educational opportunities and put students–not politics or bureaucracy–at the center of Oregon's public education system.
Statement date not recorded · Profile reviewed Sep 15, 2026
As Governor, Christine will work to lower the cost of living, make Oregon open for business again, build more homes people can afford, break the cycle of homelessness, strengthen our schools, and bring accountability back to state government.
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Source topic or question: Economy, jobs, taxes, and affordability
Candidate campaign source
As Governor, Christine will work to lower the cost of living, make Oregon open for business again, build more homes people can afford, break the cycle of homelessness, strengthen our schools, and bring accountability back to state government.
Statement date not recorded · Profile reviewed Sep 15, 2026
As a mom who’s spent time in the classroom, Christine knows that parents should make decisions about their children’s education. Increasingly parents find their authority undermined, their values dismissed, and their children exposed to radical ideologies at younger and younger ages.
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
As a mom who’s spent time in the classroom, Christine knows that parents should make decisions about their children’s education. Increasingly parents find their authority undermined, their values dismissed, and their children exposed to radical ideologies at younger and younger ages.
Statement date not recorded · Profile reviewed Sep 15, 2026
Reduce bureaucracy and support educators by cutting unnecessary administrative red tape so teachers can spend more time teaching and less time on paperwork.
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Source topic or question: Restore Graduation Requirements
Candidate campaign source
Reduce bureaucracy and support educators by cutting unnecessary administrative red tape so teachers can spend more time teaching and less time on paperwork.
Statement date not recorded · Profile reviewed Sep 15, 2026
Protected immigrant and refugee access to schools and hospitals, limited immigration access to personal data, strengthened anti-profiling protections, and directed agencies to uphold state sanctuary law.
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Source topic or question: Immigrant Protection Record
Candidate campaign source
Protected immigrant and refugee access to schools and hospitals, limited immigration access to personal data, strengthened anti-profiling protections, and directed agencies to uphold state sanctuary law.
Statement date not recorded · Profile reviewed Sep 23, 2026
Ensure people can live, work, attend school, and raise families safely and with dignity regardless of race, ethnicity, gender, religion, or disability.
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Source topic or question: Equal Dignity
Candidate campaign source
Ensure people can live, work, attend school, and raise families safely and with dignity regardless of race, ethnicity, gender, religion, or disability.
Statement date not recorded · Profile reviewed Sep 23, 2026
I continue to fight for better schools. I expanded summer learning programs for thousands of Oregon students and directed resources to early literacy so all students can be reading and writing. And I’m working to ensure that increased investments come with stronger accountability.
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Source topic or question: We all deserve opportunity. That's why I fight for every Oregonian.
Candidate campaign source
I continue to fight for better schools. I expanded summer learning programs for thousands of Oregon students and directed resources to early literacy so all students can be reading and writing. And I’m working to ensure that increased investments come with stronger accountability.
Statement date not recorded · Profile reviewed Sep 23, 2026
With public education under constant attack by the extremist Trump administration and Republicans, we must stand up for public education and against hate and discrimination. I have consistently spoken out against attacks on the First Amendment, including proposals that would allow book banning and c…
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Source topic or question: Civil rights and individual freedom
Candidate campaign source
With public education under constant attack by the extremist Trump administration and Republicans, we must stand up for public education and against hate and discrimination. I have consistently spoken out against attacks on the First Amendment, including proposals that would allow book banning and censorship. Importantly, we must stand up for the LGBTQIA+ community. Every student deserve to feel safe and be safe in school. It is unconscionable that Republicans are using students to try and further divide us.
Statement date not recorded · Profile reviewed Sep 15, 2026
Make Child Care Affordable and Accessible: Oregon has very high child care costs – and so does most the country. We have more children in need of care than slots available, driving the prices even higher. I have secured significant additional funding for child care providers in the past, and I am fi…
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
Make Child Care Affordable and Accessible: Oregon has very high child care costs – and so does most the country. We have more children in need of care than slots available, driving the prices even higher. I have secured significant additional funding for child care providers in the past, and I am fighting for continued federal funding to make child care and early childhood education affordable and accessible. The best investment we can make is in our children. Investing in quality early childhood education will save money in the long run and, importantly, give Oregonians and Americans the opportunity to create a better life and a better future for their children.
Statement date not recorded · Profile reviewed Sep 15, 2026
Addressing resource inequities in K-12 education so states and school districts can provide safe facilities, counseling services, advanced courses, technology, extended learning opportunities, world language learning, rigorous career and technical education programs, and a well-rounded curriculum th…
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
Addressing resource inequities in K-12 education so states and school districts can provide safe facilities, counseling services, advanced courses, technology, extended learning opportunities, world language learning, rigorous career and technical education programs, and a well-rounded curriculum that includes the arts.
Statement date not recorded · Profile reviewed Sep 15, 2026
I’m a strong proponent of public education. My husband and I attended public schools, and so did our two children. Our kids started school a few years after the passage of Measure 5, which limited funding for public education. As a parent I saw the devastating consequences of budget cuts, and I beca…
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
I’m a strong proponent of public education. My husband and I attended public schools, and so did our two children. Our kids started school a few years after the passage of Measure 5, which limited funding for public education. As a parent I saw the devastating consequences of budget cuts, and I became an active volunteer and advocate. This experience strengthened my commitment to great public schools for all children, public schools where students thrive and educators have the resources and support they need.
Statement date not recorded · Profile reviewed Sep 15, 2026
Making college more affordable by protecting and expanding existing federal student aid programs like Pell Grants and Federal Work Study. In the short term, we must follow through on the promise of the Public Service Loan Forgiveness program by forgiving loan balances after ten years of public servi…
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
Making college more affordable by protecting and expanding existing federal student aid programs like Pell Grants and Federal Work Study. In the short term, we must follow through on the promise of the Public Service Loan Forgiveness program by forgiving loan balances after ten years of public service. We should keep student loan interest rates low and help borrowers better manage student loan debt through easier access to income driven repayment plans. I support making higher education debt free. I worked my way through community college, college, and law school, and understand the importance of access and affordability.
Statement date not recorded · Profile reviewed Sep 15, 2026
Invest in apprenticeships and workforce development: As a member of the Committee on Education and Workforce, I know that everyone deserves a path to success – and I also understand that not everyone is on the same path. The job market is changing, and we must create a path to a good job for all wor…
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Source topic or question: Education, child care, and workforce training
Candidate campaign source
Invest in apprenticeships and workforce development: As a member of the Committee on Education and Workforce, I know that everyone deserves a path to success – and I also understand that not everyone is on the same path. The job market is changing, and we must create a path to a good job for all workers, especially women and people of color who have historically faced barriers to employment. I’m focused on expanding workforce training and Registered Apprenticeships here in Oregon and across the country to prepare for the future of work and respond to local workforce needs.
Statement date not recorded · Profile reviewed Sep 15, 2026
Invest in infrastructure: With Democratic leadership, Congress passed a massive bipartisan investment in infrastructure that is helping Oregonians and Americans find good jobs building and maintaining roads, bridges, public transit, ports, water systems, schools, broadband, and electric grids. By re…
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Source topic or question: Transportation and infrastructure
Candidate campaign source
Invest in infrastructure: With Democratic leadership, Congress passed a massive bipartisan investment in infrastructure that is helping Oregonians and Americans find good jobs building and maintaining roads, bridges, public transit, ports, water systems, schools, broadband, and electric grids. By retrofitting buildings and increasing energy efficiency, we can create good jobs and save energy and money while helping to address the climate crisis.
Statement date not recorded · Profile reviewed Sep 15, 2026
Establishing a new federal program enabling land-grant universities (as designated by USDA) to create a network of live/work spaces for artists on rural Main Streets throughout Oregon and across rural America.
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Source topic or question: The arts drive our rural economy in ways that are too often underappreciated.
Candidate campaign source
Establishing a new federal program enabling land-grant universities (as designated by USDA) to create a network of live/work spaces for artists on rural Main Streets throughout Oregon and across rural America.
Statement date not recorded · Profile reviewed Sep 15, 2026
Empowering land-grant universities—or any public university—to fund senior housing facilities on or near campuses for low and moderate income seniors, staffed by trained professionals and students. Let’s pilot it at Eastern Oregon University, Southern Oregon University, and at one of our community c…
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Source topic or question: Housing affordability
Candidate campaign source
Empowering land-grant universities—or any public university—to fund senior housing facilities on or near campuses for low and moderate income seniors, staffed by trained professionals and students. Let’s pilot it at Eastern Oregon University, Southern Oregon University, and at one of our community college campuses.
Statement date not recorded · Profile reviewed Sep 15, 2026
This section matches specific schools, learning, college costs and educational attainment terms in retained, attributed source text from published Oregon candidate profiles. A profile heading or biography alone does not qualify. The Florida geography is fixed; saved state preferences cannot change these results. A mention can concern a community or group rather than Florida’s statewide measure.
Matching is automatic and does not establish a candidate’s stance, the accuracy of a claim, or an effect on the measured result. Results are grouped by recorded race, then by candidate name. Within each candidate, the matching issue mentions appear first. Only candidates with matching retained statements are shown; this is not a complete race roster. Repeated identical text for the same candidate is shown once. Coverage follows the existing state profiles and is not a complete record of all candidates or everything they have said. Review dates are not statement dates.
Oregon incumbents
What incumbents are proposing
Explore reviewed bills sponsored by current Oregon legislators and Oregon’s congressional delegation, plus retained proposals from Oregon’s governor and agencies. Each record keeps its latest recorded status and official evidence.
72 matching sponsorships or proposals · 39 Oregon incumbents. These filters apply only to this section.
Attorney General Dan Rayfield
Attorney General of Oregon · D–OR
1 proposalView proposals from Attorney General Dan RayfieldOregon Legislature · HB 3232
Establishes financial literacy as requirement for high school diploma.
Jun 26, 2021 · Did not pass
Attorney General Dan Rayfield · Sponsored
FactVote reviewed summary
Chief sponsorship of HB 3232 (2021R1): Establishes financial literacy as requirement for high school diploma.
2021-06-26: In committee upon adjournment. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.
Establishes financial literacy as requirement for high school diploma.
Oregon House of Representatives, District 23 · R–OR
1 proposalView proposals from Rep. Anna ScharfOregon Legislature · HB 2704
Requires district school board or higher education governing board that adopts policy limiting possession of firearms by concealed handgun licensees on school grounds to install metal detectors at entrances to buildings subject to policy.
Jun 25, 2023 · Did not pass
Rep. Anna Scharf · Sponsored
FactVote reviewed summary
Chief sponsorship of HB 2704 (2023R1): Requires district school board or higher education governing board that adopts policy limiting possession of firearms by concealed handgun licensees on school grounds to install metal detectors at entrances to buildings subject to policy.
2023-06-25: In committee upon adjournment. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
Firearm mortality includes suicide, homicide, and other intents. The provision concerns firearm access, safety, or prevention of firearm injury and may address only part of the death count. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Firearm deaths. This record’s connection to the topic does not establish an effect on the measured result.
Requires district school board or higher education governing board that adopts policy limiting possession of firearms by concealed handgun licensees on school grounds to install metal detectors at entrances to buildings subject to policy.
Oregon House of Representatives, District 58 · R–OR
1 proposalView proposals from Rep. Bobby LevyOregon Legislature · HB 2639
Directs State Board of Education to adopt by rule standards by which certain students may take assessment to satisfy high school diploma requirements.
Jun 25, 2023 · Did not pass
Rep. Bobby Levy · Sponsored / Rep. Mark Owens · Sponsored / Sen. Sara Gelser Blouin · Sponsored
FactVote reviewed summary
Chief sponsorship of HB 2639 (2023R1): Directs State Board of Education to adopt by rule standards by which certain students may take assessment to satisfy high school diploma requirements.
2023-06-25: In committee upon adjournment. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.
Directs State Board of Education to adopt by rule standards by which certain students may take assessment to satisfy high school diploma requirements.
Requires the Department of Education, in collaboration with the STEM Investment Council, to conduct specified reviews for the purpose of developing and recommending standards by which technology-based competitive student activities may satisfy high school diploma requirements or career and technical education program requirements.
Jun 27, 2025 · Did not pass
Sen. Sara Gelser Blouin · Sponsored / Rep. Boomer Wright · Sponsored / Sen. Janeen Sollman · Sponsored
FactVote reviewed summary
Chief sponsorship of SB 894 (2025R1): Requires the Department of Education, in collaboration with the STEM Investment Council, to conduct specified reviews for the purpose of developing and recommending standards by which technology-based competitive student activities may satisfy high school diploma requirements or career and technical education program requirements.
2025-06-27: In committee upon adjournment. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.
Requires the Department of Education, in collaboration with the STEM Investment Council, to conduct specified reviews for the purpose of developing and recommending standards by which technology-based competitive student activities may satisfy high school diploma requirements or career and technical education program requirements.
Requires school districts to comply with statewide summative assessment participation requirements and to demonstrate improved student achievement on statewide summative assessments to be eligible for state funding related to the High School Graduation and College and Career Readiness Act.
Chief sponsorship of HB 3055 (2025R1): Requires school districts to comply with statewide summative assessment participation requirements and to demonstrate improved student achievement on statewide summative assessments to be eligible for state funding related to the High School Graduation and College and Career Readiness Act.
2025-06-27: In committee upon adjournment. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.
Requires school districts to comply with statewide summative assessment participation requirements and to demonstrate improved student achievement on statewide summative assessments to be eligible for state funding related to the High School Graduation and College and Career Readiness Act.
Requires the Department of Education, in collaboration with the STEM Investment Council, to conduct specified reviews for the purpose of developing and recommending standards by which technology-based competitive student activities may satisfy high school diploma requirements or career and technical education program requirements.
Chief sponsorship of HB 2044 (2025R1): Requires the Department of Education, in collaboration with the STEM Investment Council, to conduct specified reviews for the purpose of developing and recommending standards by which technology-based competitive student activities may satisfy high school diploma requirements or career and technical education program requirements.
2025-06-27: In committee upon adjournment. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.
Requires the Department of Education, in collaboration with the STEM Investment Council, to conduct specified reviews for the purpose of developing and recommending standards by which technology-based competitive student activities may satisfy high school diploma requirements or career and technical education program requirements.
Requires school districts to comply with statewide summative assessment participation requirements and to demonstrate improved student achievement on statewide summative assessments to be eligible for state funding related to the High School Graduation and College and Career Readiness Act.
Chief sponsorship of HB 3055 (2025R1): Requires school districts to comply with statewide summative assessment participation requirements and to demonstrate improved student achievement on statewide summative assessments to be eligible for state funding related to the High School Graduation and College and Career Readiness Act.
2025-06-27: In committee upon adjournment. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.
Requires school districts to comply with statewide summative assessment participation requirements and to demonstrate improved student achievement on statewide summative assessments to be eligible for state funding related to the High School Graduation and College and Career Readiness Act.
Oregon House of Representatives, District 55 · R–OR
2 proposalsView proposals from Rep. E. Werner ReschkeOregon Legislature · HB 3068
Requires Department of Education to conduct study to examine possibility of creating high school equivalency diploma and submit report to interim committees of Legislative Assembly related to education.
Jul 31, 2023 · Enacted
Rep. Mark Owens · Sponsored / Sen. Sara Gelser Blouin · Sponsored / Rep. E. Werner Reschke · Sponsored
FactVote reviewed summary
Chief sponsorship of HB 3068 (2023R1): Requires Department of Education to conduct study to examine possibility of creating high school equivalency diploma and submit report to interim committees of Legislative Assembly related to education.
2023-08-15: Chapter 527, (2023 Laws): Effective date July 31, 2023. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.
Requires Department of Education to conduct study to examine possibility of creating high school equivalency diploma and submit report to interim committees of Legislative Assembly related to education.
Establishes personal financial education as requirement for high school diploma.
Jun 25, 2023 · Did not pass
Sen. Kim Thatcher · Sponsored / Sen. Deb Patterson · Sponsored / Rep. E. Werner Reschke · Sponsored
FactVote reviewed summary
Chief sponsorship of SB 743 (2023R1): Establishes personal financial education as requirement for high school diploma.
2023-06-25: In committee upon adjournment. The session has adjourned. This records legislative disposition, not current enforceability.
Why this record is included
The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.
Retained Oregon evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.
Establishes personal financial education as requirement for high school diploma.
Only current Oregon officeholders retained in the reviewed collection qualify. Bills require a recorded primary sponsorship; cosponsors and signing officials are excluded from sponsorship counts. An official introducer recorded as acting by request is labeled “Introduced by request”; that procedural role does not establish personal policy endorsement. Governor and agency records qualify when recorded as proposed. A separately verified governor transmittal can also establish an original proposal whose latest status reflects its later outcome. Signing an enacted law alone does not establish a proposal. A record appearing under several facts is counted once per officeholder. A bill with multiple primary sponsors appears under each recorded sponsor.
Enacted bills, adopted resolutions and unsuccessful measures remain visible as proposal history. Passing one chamber is not enactment. These counts do not measure effectiveness or prove that an action changed a Oregon statistic. Collection reviewed Oct 5, 2026.
Sources & methods
Every section retains its primary sources, units, reporting periods and comparison limits. Maps, graphs and tables use the same observation and cohort. All 50 states are listed; D.C. and territories are excluded. Missing and suppressed values remain unavailable and never become zero.
#1 is the highest measured value. Equal source values share a rank and leave gaps (1, 2, 2, 4). Ranks use source precision and are descriptive, not a score of the state. Survey uncertainty and reporting coverage can limit comparisons. Published U.S. benchmarks are used where available; a state average is not substituted.
Oregon snapshots and fiscal sources keep their own dates and accounting scope. National events and federal distribution explainers describe national context. Actions and statements are filtered to Oregon, retain their reviewed evidence, and do not establish that a policy caused a measured change.
Retained state source collections assembled October 5, 2026. Original review and source dates remain visible. Refreshing this page does not refresh an official data release.