Rachel Rich to Oregon Legislature on SBAC Testing: Kill It.

OptOutButtonRachel Rich, a member of CAPE (Community Alliance for Public Education: check them out on Facebook) in Eugene has been doing some great comprehensive work lately on exposing Smarter Balanced Assessment Consortium (SBAC) testing as the destructive presence it is. Here is a compilation of her recent testimony surrounding Senate Bill 351, legislation that seeks to straighten out the botched audit on SBAC. The audit was way too sketchy and not comprehensive enough. Rich’s testimony is long but worth the read. That is followed by her update of the numbers after some more research.

I urge the passage of SB 351 to more thoroughly audit the costs of state mandated Smarter Balanced standardized tests – in finances, time and other resources.  I also endorse SB 354 to provide parents consistent, prompt and objective information on whether each standardized test benefits their own individual student and how to opt out if it doesn’t.

Last year’s House audits of Smarter Balanced stated they wouldn’t discuss classroom impacts or test quality, which should be central.  A new audit should also address costs beyond ODE contracts for test administration, such as for the enormous expansion of ODE personnel, training and infrastructure, as well as district’ costs for adding test-related positions, substitutes to setup and proctor, computer hardware and software, data management, technical services and training.

A new audit should also propose more solutions to the problems it finds.  From last year’s audit report, document #2016-21, I pulled out a partial list of flaws in the test’s design and execution.  Here they are in order and verbatim:

  • “results are not well-suited to inform instruction or individual educational decisions at the student level
  • students taking between 18-23 hours to take the tests
  • additional staffing and resource demands on the entire school
  • (needing) new staff or substitutes
  • training displaces professional development
  • test administration can take up meeting time at schools
  • testing tied up computers for months
  • less instruction time, fewer support services, and less access to common resources for all students during testing
  • multiple reports of computers freezing and accommodations, such as text-to-speech, not working properly
  • work …lost
  • anxiety or pressure
  • disruption and stress
  • challenges exacerbated by the length of the test
  • impacts fall hardest on vulnerable populations”

No test in history has ever caused so many problems or yielded such unusable results, yet the ODE justifies this for the sake of “systems level … accountability”.   All other tests report specific skills or standards for specific students that help teachers target instruction, such as if a kid understands decimals.  Instead, Smarter Balanced only reports “Claim #2 – Student can solve a range of complex, well-posed problems”.  There is no excuse for this.  Other tests are helpful both for instruction and comparing individual or group performance “for accountability.”  We’ve known this since the SBAC pilot in 2013.  It’s time for a change.

Further, the new audit must count all testing costs.  Not finding any ODE discussion of this, I asked Representative Susan McLain’s office for school budget records between 2010 and 2014 with regard to likely test-related budget items, pre- and post- Smarter Balanced.  (I chose budget items based on Smarter Balanced test manuals, an AFT study, etc.)  2010 was the starting point since OAKS alone was used and 2014 represents the full implementation of Smarter Balanced, as well as the last set of complete records for all Oregon districts at that time.  I used public records.

Here’s one example of what I found:  additional substitutes needed to set up and proctor the new tests raised expenditures this way:

121 – Substitutes-licensed      $3,887,787

122 – Substitutes-classified    $2,594,894

In total, districts’ test-related budget items increased by $86 million between 2010 and 2014.  That averages out to $22 million annually, so that for the past seven years schools themselves spent about an extra $154 million to both develop and administer the new tests.

Additionally, an ODE contract with AIR test administrators (annual or biannual?) was for $27.5 million, as opposed to the old test which Rob Saxton said totaled only $3.5 million.  The SBAC was implemented statewide from 2013 to now, meaning that since then there have been two to four AIR contracts for test fees and administration totaling about $55-110 million.  The ODE says their contract is now a few million less, but that is a drop in the bucket of the total costs.

Further, a 2009 ODE grant application to develop Smarter Balanced outlines their own expanded infrastructure, personnel and training for $202 million.  The maintenance of this expansion continued after the grant expired – for added staff, equipment, bandwidth, data storage and training.  At an average of $50 million yearly, the subsequent three years after the grant would total about $150 million.

To summarize, depending on whether you count only out-of-pocket expenditures only or if you include the grant as part of total test-related spending, and whether the AIR test administration contract is annual or biannual, Smarter Balanced has increased state expenditures by approximately $350 – 600 million!!  Those are only some of the increases, not total costs.  It also doesn’t include the new ESD, district or school personnel required for this more elaborate testing system.

Are we getting our money’s worth?  The most highly respected national test, the NAEP, shows Oregon has made no improvement under the tutelage of Smarter Balanced. Worse, teacher training outside of the testing theme is down by $11 million and funding for key student services like reading support, talented and gifted and psychological services are also in the red, suggesting although we test to identify needs, but aren’t committed to addressing them.

Further, the shift in emphasis, funding and personnel towards math and English and away from electives has created a new set of problems:  students feel they have few avenues for developing their own talents and interests outside those dictated by adults obsessed with data and accountability.

In short, spending so much time and so many resources on testing is not only futile, but it robs students of their love of learning.  I think we need SB 351 and 354 to hold the adults accountable.

Rachel Rich

Rachel Rich’s Assessment of SBAC budget costs.

How much does your state spend on testing?  What are the trade-offs?         Rachel Rich, 4-10-17

Since starting Smarter Balanced, Oregon’s spending on standardized testing has exploded by over $550 million!  That’s according to one ODE contract, a grant and their own budget spreadsheets.  Yet key student services have risen less than one feeble million and teacher training is down many millions!  How can we expect more from students and teachers when we support them less?

Two years ago I never heard a peep about testing costs, so I decided to investigate.  Rustling through Oregon Department of Education records, I found this:

A 2014 contract shows AIR charged Oregon $27.5 million for two years of Smarter Balanced.  That’s an average of $14 million annually, while the previous computerized test was a mere $3.5 million.  After Smarter Balanced went statewide in 2013, it continued racking up fees totaling over $50 million!

Further, the ODE 2010-14 Race to the Top grant shows they expanded their office personnel, training and infrastructure by a whopping $202 million.   The grant expired, but nobody fired the new help or threw the equipment out the window, so costs continued.  At an average of $50 million annually, seven years of maintaining ODE expansion now total over $150 out-of-pocket or $350 million over-all!

Next, school districts themselves spent extra to accommodate longer and more elaborate tests.  According to Smarter Balanced testing manuals, an American Federation of Teachers study, two state audits, and friends who are administrators, school board members, test coordinators and tech specialists, school districts had to add:

  • Extra substitute teachers to set up and proctor
  • Test-focused professional development
  • New hardware and software
  • Increased technical services
  • Additional data management

Using those as a reference, I requested ODE spreadsheets of related budget items.  A friendly legislator expedited the process.  The first spreadsheet was for 2010 when the state used the old test and started designing the new.  The last spreadsheet was when Smarter Balanced was already underway, which happened to be the last year of available data:  2014.  Here is the difference between test-related spending before and after Smarter Balanced, listed by budget item:

121 – Substitutes-licensed – to act as proctors     $  3,887,787

122 – Substitutes-classified – prepare for and proctor tests     $  2,594,894

470 – Computer software – system updates for testing     $26,804,376

480 – Computer hardware – additional computers     – $1,095,277
(grants offset costs for new computers)

380 – Technical services – typically for testing     $8,262,137

390 – Other tech services – typically for testing     $23,896,065

2660 – Technology services – typically for testing     $14,430,357

2210 – Improvement of instruction – typically test PD     $4,084,000

2240 – Staff development (paid) typically for testing     $982,613
Mostly covered by ODE grant until 2014, test focused regular staff meetings not included

2630 – Information Services – manage increased SB data     $1,500,554

2230 – Assessment and testing – other than state tests     $614,948

2670 –Records management     $93,225

Increased test-related expenditures for all Oregon districts 2010-14:     $86,055,679

This averages out to an increase of $22 million annually or more than $150 million since 2010!

That doesn’t count the extra personnel schools needed!  Smarter Balanced manuals show districts were expected to add testing personnel or else divert staff away from their primary duties.  As a consequence, district and school test coordinators, test administrators, regional ESD partners, data managers, and technology specialists popped up like dandelions on a baseball field.

Summary of Oregon’s increased testing-related expenditures since Smarter Balanced:

                                                                Yearly                                  Total

AIR Contract                      $14 million x 4 years         $50+ million (since 2013)

ODE expansion                  $50.5 million x 7 years      $350+ million (since 2010)

District expenditures         $22 million x 7 years        $150+ million

District test personnel        ?                                            ?

                                                $87 million                        $550+ million ($350+ out of pocket)

Meanwhile, expenditures for key student services (like nurses and summer school) only grew half a million dollars in four years. Given we have half a million students, that’s an increase of $1 per pupil or just 25 cents per pupil per year!!!   Clearly, over-spending on tests is choking out services. Check out the difference between 2010 and 2014, listed by state budget item:

1113 – Elementary extra-curricular      $50,059

1122 – Middle school extra-curricular  $3,912

1132 – High school extra-curricular      $160,875

1140 – Pre- K                                               $226,488

1210 – Talented and Gifted      -$196,181 loss

1220 – Restrictive programs for disabled  $442,655

1250 – Less restrictive programs for disabled  $1,006,129

1260 – Early Intervention (SPED)          $974,795

1271 – Remediation                                  $518,935

1272 – Title I                                              -$6,228,523 loss

1291 – English Language Learners       $467,229

1400 – Summer school                             $4,120

2130 – Health services                             $691,049

2120 – Guidance services                        $1,560,981

2140 – Psychological services              -$376,844 loss

2150 – Speech pathology and audiology  $919,983

2190 – Services Directions and Student Support   $285,341

Total increases for Oregon’s key student services from 2010-14:  $505,003

At an average of $125,000 since 2010, school services increased a mere $875,000 since 2010!

Notice: Psychological Services, Talented and Gifted, and Title 1 Reading assistance actually fell by $7 million! Summer school, which helps kids who’ve fallen behind, rose by a lousy $4 thousand! That doesn’t even include losses to electives like music, art, shop, PE, and civics!

Also, teacher training that’s not test-related is down $11 million! Yet any professional needs updates on best practices. Budget item 310 – Professional development lost – $10,830,571

Clearly, out of control test spending is robbing schools of vital programs and services!  Why do we accept this?  Why do we test supposedly to identify needs, when we aren’t committed to addressing them?

Oregon should audit SBAC, says legislation & Multnomah Dems

sbacThis is great, but needs help to pass!

Oregon spends far too much time, expense, and stress on high-stakes standardized testing. This especially holds for the money Oregon wastes on the Smarter Balanced Assessment, a testing program that does not inform teacher instruction. The results are useless for classroom teachers, who end up using their own tests to measure student knowledge anyway.

Oregon is considering whether to renew its agreement for the Smarter Balanced Assessment. We think it should be scrapped, however we also support measuring its costs and effectiveness.

There are forces against even measuring whether the tests from the Smarter Balanced Assessment Consortium (SBAC) is a strategic, good investment of hundreds of millions of dollars each year. Thankfully, legislation put forth by Sen. Lew Frederick asks for a much-needed audit of SBAC, and the Multnomah County Democrats recently passed the resolution below which included calling for the suspension of the SBAC testing process until the audit is completed. Contact your legislators to let them know you support Senate Bill 351!

Multnomah County Democratic Central Committee
Resolution: 2017-4 Cost Benefit Audit of High Stakes Standardized Testing

WHEREAS, Oregon’s future well-being relies on a high-quality public education system that prepares all students for citizenship, careers, and lifelong learning, as well as strengthens the state’s social and economic prosperity; and,

WHEREAS, Oregon is spending burgeoning amounts of money, time, and energy on standardized tests to measure student performance and using those test results to make major decisions affecting individual students, educators, and schools; and,

WHEREAS, it is widely recognized that high-stakes standardized testing is an inadequate, and in the case of Smarter Balance Assessment Consortium (SBAC) tests, an unreliable and invalid measure of student learning, educator effectiveness, and school success; and,

WHEREAS, high-stakes standardized testing does not inform instructional practice, nor does it convey meaningful information to students or parents about student progress, but does exert undue mental and emotional stress on them, and,

WHEREAS, the state collects, stores, and analyzes data gleaned from the tests to make decisions that can have major impacts on students’ lives, the hiring and firing of school personnel, and school closings; and,

WHEREAS, the cost of maintaining the Statewide Longitudinal Data System that accompanies the tests is not only costly, but grows steadily as more and more testing data is collected, stored, and analyzed; and,

WHEREAS, Oregon state-mandated standardized testing costs from 2010 through 2014 are estimated to have been at least $414 million dollars; and,

WHEREAS, the State of Oregon is facing a substantial budget deficit of $1.7 billion dollars which most likely will force school districts to take drastic actions (e.g. laying off staff, increasing class sizes, cutting back on school days); and,

WHEREAS, it appears that the Federal Government is going to turn over more control to the states, so more time is needed for Oregon to review and/or develop an effective testing system, and

WHEREAS,  the Oregon Department of Education and the Oregon Education Association are already working in partnership to create alternative assessment models and, thus, Oregon is seen as a leader in the creation of such assessments.

THEREFORE, be it that the Multnomah County Democratic Party resolves to support cost effective assessments in Oregon’s public schools that benefit students, educators and schools, by:

AMENDING, SB 351 to suspend the use of the statewide assessments developed by a multi-state consortium and postponing the renewal of any contracts or Memoranda of Understanding related to the use of statewide assessments.

SUPPORTING, Senate Bill SB 351, directing the Secretary of State to conduct a thorough cost benefit audit related to the use of the statewide summative assessments in Oregon public schools.

THEREFORE, the Multnomah Democratic Party will use its available communication system to do the following:

  1. Communicate this resolution be shared with Governor Kate Brown, members of the Oregon Legislature, and members of the Multnomah County Democratic Party.
  2. Request that members of the Multnomah County Democratic Party contact their Legislator, Senator Lew Frederick to express support for SB 351

Resolution submitted by the Education Study Group of the Multnomah County Platform Committee.


SUBMITTED BY:  Education Study Group of the Platform Committee

RESOLUTION SUBJECT:   Suspension and audit of the use of high stakes summative tests in Oregon public schools developed by a multi-state consortium.



BILL SPONSOR:  Senator Lew Frederick




Each year the state spends millions of dollars on high stakes summative tests that are neither valid nor reliable.  They offer little information of value to individual teachers or students and their families.  The state collects, stores and analyzes data gleaned from the tests to make decisions that can have major impacts on students’ lives, the hiring and firing of school personnel, and school closings.  The tests along with the Statewide Longitudinal Data System that accompanies them are very costly.  Since Oregon is facing a $1.7 billion deficit, suspending these tests and performing a thorough cost/benefit analysis audit is mandatory.  In support of SB 351 this resolution directs the Secretary of State to conduct an audit of the use of statewide summative assessment in public schools in Oregon and to submit a report to the Governor and interim legislative committees no later than September 15, 2017.

State employee who sold Oregon on SBAC got a job at SBAC!


Oregon was persuaded to purchase the high-stakes corporate SBAC testing system by an employee of Oregon Department of Education (ODE), Tony Alpert.

sbac-alpertWould it surprise you to see that Tony Alpert got a high-level job at SBAC afterward? He’s now the Executive Director!

In 2010, Alpert, then the ODE’s Director of Assessment & Information Services, evangelized for buying into this new Smarter Balanced Assessment Consortium (ick) as part of this new Common Core set of standards (double-ick). And the State Board of Education ended up buying it.

Our thoughts on what is wrong with the Common Core sales package.

At least someone benefited from the millions of dollars Oregon wastes on this Common Core sales package each year and the weeks the whole state wastes on high-stakes testing prep and administration that do not help schools or students. SPOILER: Students who are rich do better on tests. Students in poverty struggle with these tests. And the results don’t help with classroom instruction. As with so much bad policy & practices bought & sold by non-educators, none of this gets us to honest discussions about our high student poverty and how to make student lives better.

Read the State Board of Education’s minutes for the rundown (pages 10 & 11).

Do you think this SBAC job started with a sales commission for Alpert?


Send a postcard to Gov. Brown: don’t renew SBAC!

Oregon has paid a lot of money, and wasted a lot of essential classroom time, for the Smarter Balanced Assessment Consortium (SBAC) testing system. We hear the contract expires this year! We should avoid wasting any more money on it!

SBAC does not help student poverty, it does not improve instruction, and those funds could better go to restoring curriculum and student wraparound services. We need to encourage Gov. Brown and legislators that high-stakes standardized testing, such as SBAC, is worse than a waste, it does harm to our school system. Encourage Gov. Brown to not renew the SBAC contract, and to not replace it with another expensive, high-stakes testing approach. Download a postcard you can send to the Governor, and make copies for your friends and others in your school!sbac

ODE’s Opt-Out Form Better, Still Misleading

ODE’s 2016-17 opt-out form, beyond the parts you fill out, contains ill-informed and patronizing editorializing by people at the state who clearly don’t understand testing or what’s going on in general. Use the official form anyway. It’s not clear from the law if the form is required, or if it’s sufficient to simply notify the school of your opting-out.

The informational side of the form contains four questions. Our comments:

1.) How much time do the tests take?

ODE’s response is to look at the test administration manual. Sure. Bet parents will get right on that. The truth is that the test-taking requires usually several hours. However, the test prep often takes days or weeks away from regular classroom instruction. The better answer to ODE’s own question is: “Too much time and expense.”

optout2016-17stillwrong2.) What do the results mean and how do I get the results?

Here is where ODE gets shady. The tests give you a number (1-4, with 4 high) in 6 broad categories. How a 3 in reading can tell you a child’s strengths and areas for improvement is absurd, unless “areas of improvement” mean that your child needs to improve in reading. Hardly helpful information to anyone. These results do not help classroom instruction. The main thing standardized test scores indicate is the student’s family income level. We’ve known that for decades. We don’t need to spend millions each year on the testing system and lose countless weeks and months on test prep to learn it.

3.) Why does participation matter?

ODE claims: “having your child take the statewide tests provides educators and administrators with information about what educational approaches are working and where additional resources are needed.”

No. N-O. And one more time: No.

Standardized test results provide a generalized idea of how well a whole school is doing in a category. That’s what they were made for decades ago. The results say nothing about what education approaches are working – you can’t tell that because you can’t look at what questions individual students missed or even what questions your school students missed in general.

4.) When will my child take the test?

ODE provides a neutral answer, that it will be determined by the school and set after the 2/3 point of the school year.

Oregon Save Our Schools encourages parents and students to opt-out of high-stakes testing. For more students and families, the answer has become “Not now”. And that’s a good thing.

ODEoptoutformYou may be amused & educated by our recent posts from last year: “ODE sniffs at the law and thinks you’re stupid for opting-out” and another post about how some Oregon parents altered it to make witty & effective points.

Principals should stop intimidating students over opt-out rights

UmbridgePotterAt Oregon Save Our Schools, people regularly contact us about principals and sometimes teachers who try to intimidate or menace students (not only parents, but STUDENTS) to dissuade people from using their right to opt-out of high-stakes tests. Especially the SBAC summative test.

Several of us in Oregon SOS have direct experience with administrators trying to intimidate, and often lying, to our students about opting-out. It’s awful, and outrageous. We education activists push back. Now our legal rights have been expanded.

We know the people and corporations selling high-stakes testing have a lot of money, and want to make even more money. There is pressure on schools (unfair and not backed by research) to produce high test scores and high participation rates. We get it.

But high-stakes testing does expensive, ongoing harm to our schools. It doesn’t work. It punishes students in poverty and does nothing to alleviate poverty or make student and family lives better.

Those administrators and teachers who do not question bad policies, often willing to lie to deceive parents and students in order to manufacture test score quotas, are worse than a hindrance. They are on the wrong side of history.

And adults coercing students in this way may be acting illegally.

For the increasing number of educators concerned about student lives and quality instruction who support opting-out to the extent possible, even if it’s to simply accommodate students and families exercising their rights: thank you. You’re on the right side of history. And our numbers are growing.

For principals and teachers who don’t get it: stop.

Oregon Superintendents questioning SBAC

Morpheus Knows High-Stakes TestingCould it be that administrators in Oregon are starting to question the value of high-stakes testing like the time-wasting and expensive Smarter Balanced Assessment and lousy test-and-punish policies?

Looking at other states, we predicted/hoped something like this would happen in Oregon and earlier this school year, we sent “Our Open Letter on Opt-Out to Oregon Superintendents and School Boards” to give high-level people a nudge into the light. Below is an email from several superintendents to the Oregon Department of Education (ODE) we found interesting:

January 28, 2016

To: Lindsey Capps, Chief Education Officer (acting) Dr. Salam Noor, Oregon Department of Education

From: Carole Smith, Portland Public Schools
Jeff Rose, Beaverton School District
Gustavo Balderas, Eugene School District
Susan Rieke‐Smith, Springfield Public Schools
Colt Gill, Bethel School District

Re:  Improving Our Statewide Assessment System

Dear Mr. Capps and Dr. Noor,

With passage of the Every Student Succeeds Act (ESSA), Oregon has a unique opportunity to reassess and improve our system of student assessment and school accountability. The prospect of regaining our reputation for innovative and effective student assessment systems is once again within reach.

We applaud ODE’s efforts to quickly begin an inclusive process to guide Oregon’s response to its new opportunities and responsibilities under ESSA.

We would like to join in an open dialogue with school district superintendents and other educators across our state about how we can best assess student learning and impact student achievement.

As the leaders of some of Oregon’s largest school districts, we are keenly aware of the importance of student achievement data. We value the information provided by valid, reliable, standards‐aligned assessments that are administered consistently to all groups of students in order to provide critical information to educators, parents, students and the public about our students’ knowledge, skills and learning needs. However, our current statewide assessment system carries high costs in instructional time, impact on graduation preparedness, and student and educator attention all of which detract from the benefits of the system.

We ask that serious consideration be given to replacing the current 11th grade state assessments with a standard college‐entrance exam such as the SAT or ACT. Oregon currently sanctions these tests to meet student graduation requirements, but does not include them in school accountability systems. Some states already have made this change with the approval of the U.S. Department of Education, and others are considering following suit with passage of ESSA. We acknowledge that changing the standard high school exam to a college‐entrance exam would require careful consideration of these assessments’ validity to measure progress toward Oregon’s Essential Skills and college and career readiness standards. However, such a change could carry numerous benefits. The amount of testing students undergo in their junior year is a serious concern. Many students in 11th grade complete the Smarter Balanced Assessment, OAKS Science, AP, IB, SAT and ACT tests, in addition to numerous dual‐credit exams and teacher‐created assessments. For the students who already take the SAT and/or ACT, completing additional state tests can seem redundant, contribute to a sense of over‐testing, and further reduce motivation and instructional time.

Designating the SAT or ACT as the statewide high school exam would decrease time spent on testing, open doors of opportunity, improve equity, and contribute to creating a college‐going culture aligned with Oregon’s 40‐40‐20 goal. We believe that this change would be in the best interest of Oregon’s students—especially for students who may not otherwise complete college entrance exams.

This opportunity for reflection on assessment and accountability systems may also create space to consider whether current assessments are effective tools for measuring Oregon’s Essential Skills for an Oregon Diploma.

This is also an opportunity to consider Oregon’s nine Essential Skills adopted almost 10 years ago. It may be the right time to review their alignment to state standards and the methods we use to ensure students are able to demonstrate Essential Skills prior to graduation.

As discussions progress in ODE’s workgroups, we also ask for thoughtful consideration of the most appropriate and effective assessments for grades 3–8. While the Smarter Balanced assessments improve in many ways on the previous OAKS exams, the new tests are lengthy and complex to administer. They require cumbersome and lengthy training that commandeers valuable professional development and teacher collaboration time which otherwise could be focused on meeting student needs, improving instructional practices, enhancing student engagement techniques, and advancing equitable systems in our schools.

There are assessments in existence that correlate well to the Smarter Balanced Assessment and also provide information to teachers and students in a far timelier manner. Perhaps an ideal statewide summative assessment would take less than an hour to administer, it would align with state standards, align with and provide for a balanced system of formative and interim assessments that could inform instruction throughout the year, and validly and reliably measure student learning, all while minimizing the amount of instructional time devoted to testing rather than learning.

We believe that this ideal is possible to achieve.  We do understand that the timeline and passionate concerns regarding statewide assessment systems make this new opportunity a “heavy lift” for ODE. We would appreciate the opportunity to continue discussing options to support your efforts to adapt to the changes under ESSA. We also may be able to support the work of ODE by convening a separate, but inclusive, “think tank” to provide thoughtful recommendations to ODE, the State Board, the Governor’s Office, the Legislature, or other interested parties.

The changes brought forward by ESSA offer tremendous opportunity for our state, our schools, and our students. We can improve on our state’s system for student assessment and school accountability. We can consider measures of student engagement, college credit attainment, family participation and more in our accountability systems. However, addressing the constraints of our current assessment model is a first step. Please consider how we can help support the development of a new plan that can make Oregon a leader in the field once again.