Frequently Asked Questions
What is the Chalkboard Project?
Launched in March 2004, the Chalkboard Project exists to inspire Oregonians to do what it takes to make our K-12 public schools among the nation's best. Chalkboard aims to help create a more informed and engaged public who understands and addresses the tough choices and trade-offs required to build strong schools. Chalkboard is an independent and non-partisan group that offers all Oregonians a voice and a role in making key decisions for their schools.
How did Chalkboard get started? Who’s behind it?
Five leading Oregon foundations came together in 2003 to form a new organization: Foundations for a Better Oregon. Their goal was to combine their energy and resources to make a bigger impact on Oregon’s quality of life than they could accomplish individually. A sixth foundation, The James F. and Marion L. Miller Foundation, joined FBO in late 2007.
Education emerged as FBO’s top priority. The Chalkboard Project is FBO’s only current initiative. Each member of FBO assigns two representatives to serve on Chalkboard’s board of directors.
Who is funding Chalkboard?
Chalkboard is sponsored by a growing list of independent Oregon and national foundations with no agenda other than to improve Oregon schools. Most of Chalkboard’s support comes from the members of its sponsoring organization, Foundations for a Better Oregon. Members are The Collins Foundation, The Ford Family Foundation, The JELD-WEN Foundation, Meyer Memorial Trust, The James F. and Marion L. Miller Foundation and The Oregon Community Foundation.
See a list of funders...
How did you create your long-term action plan?
Two kinds of research led us to create our action plan. First, we learned as much as possible about the “best practices” that have worked in other states and countries to raise student achievement. Second, we asked Oregonians for their opinions. We conducted statewide opinion polls and hundreds of conversations with citizens throughout this state to learn about the priorities they have for Oregon schools.
What’s next for Chalkboard?
We released our initial action plan in 2005. We enhanced that plan in spring 2006 with proposals that address school quality, accountability and funding, based in great part on the work of two statewide work groups that made recommendations to us on those issues. After yet more public outreach, we released a final package of proposals in fall 2006 to pursue in the 2007 Oregon Legislature. We made good progress during the session, and continued that momentum through the 2009 session where we focused on quality educators.
But there’s plenty of work that doesn’t have to happen in Salem. For example, we’re actively working on projects to improve parent and community involvement in schools and help citizens better understand school budgets. We’re also building a statewide Citizens’ Corps to be a strong public voice for the changes Chalkboard is proposing.
How long will you be around?
Making change to our education system takes time and perseverance. Foundations for a Better Oregon has made a long-term commitment to supporting Chalkboard’s education reform initiatives. Chalkboard will continue working for as long as it takes to enact the positive, research-based changes needed to improve our statewide school system.
How long can our kids wait for change?
They can’t wait, and even though significant, systemic change takes time, there is a real urgency to our work. On many fronts, we have combined legislative proposals with action on our own to start moving our schools in the right direction. For example, we have worked hard to get more quality mentoring and structured professional development for teachers through the legislative process, but we also are doing our own professional development survey work to see where the real needs are, and sponsoring a multi-million-dollar pilot project in three school districts to explore new ways to support and compensate teachers. We’ve also been successful in getting our state leaders to focus more on how to invest school dollars in ways that will make the most difference for students – that’s a huge breakthrough that will lead to even greater changes down the road.
How are you different from other groups working to improve schools?
We’re completely independent from any other group, though we try to find ways to work with those other groups when we can. We came into this work with no pre-conceived agenda – we’re just regular citizens who care about schools, and we don’t represent any special interest group. Most other education groups focus primarily on obtaining more money for schools; while we think adequate, stable resources are important, we’re more concerned with making sure whatever money schools have is targeted in ways that result in long-term gains in student achievement, and that the public feels more confident in how school dollars are being used. Research drives our agenda; we promote only those practices that are proven to raise student achievement, and changes that citizens tell us they want.
What makes you think your approach will work when other previous efforts to change the education system have failed?
Two reasons: 1) our research-based approach, and 2) our timing. Oregonians are clearly interested in changing their schools for the better. Tens of thousands of them have told us so directly, and helped us establish priorities. We’ve found where those priorities align with research that shows us how we can invest time and resources to best create change. Chalkboard is independent and non-partisan, and our proposals are heavily backed by research about what will work and what Oregonians want. That matters to legislators and other leaders, and we already have seen a statewide conversation shift from how much money schools should have to how that money should be spent.
Isn’t school funding the real problem? Wouldn’t schools improve if we just gave them more money?
Our research has shown that while adequate funding for schools is important, it’s what you buy with your money that is far more important – things like ensuring every classroom is led by an excellent teacher, and making sure every child is a great reader by third grade. If just spending more money on schools solved all problems, Washington, D.C. would have the highest achieving students in the country. It’s just not that simple.
Another important factor to consider: Oregonians are deeply divided on school funding. Just over half of citizens think schools need more money, while at least 40 percent believe schools already have all the money they need and just need to spend it more efficiently. There is just no agreement about what “adequate” funding is.
Without question, Oregon needs a more stable school funding system, and we’ve promoted proposals for a stronger “rainy day” fund and a per-student spending guarantee to help us get there. At some point, Oregon will need new revenue to become a top 10 school system, but the conversation can’t start there. The public first needs far more assurance that they are getting the most out of their current K-12 investment. They need to see that targeted investments in helping young children learn to read and keeping talented young teachers in our school system are paying off in higher student achievement. Only then will they be ready to talk about more resources for schools.
Why aren’t you addressing curriculum?
We decided early on to focus on the infrastructure used to deliver education services across the state. We believe educators are in the best position to decide on curriculum and standards for learning. We do, however, support other agencies and organizations’ efforts to increase the rigor and relevance of Oregon’s curriculum; many of the students we have talked with over the years have asked for higher expectations.
How are you addressing the achievement gap?
All of our initiatives either directly or indirectly address the achievement gap that exists between white students and students of color, and between higher income students and their low-income peers. Specifically, we have placed a strong focus on helping young children learn to read, a skill that is critical to closing the achievement gap. Our proposal to reduce K-1 class sizes also will strongly benefit children who come to school least ready to learn. And our proposals to improve teacher training and mentoring will ultimately result in more effective teachers to help low-achieving students. We also recognize the importance of parents and families in closing the achievement gap, and we are helping districts and parent-teacher organizations around the state better connect with diverse families.
Is teacher quality a problem in Oregon?
Oregon schools are filled with excellent teachers. More than 250 of them have completed the rigorous process to achieve National Board Certification, the highest level of certification they can achieve. But just like in any other business, some employees are more skilled than others. Oregonians have made clear that while they want to provide more support to great teachers, they also want more accountability for performance in the classroom. Chalkboard’s proposals offer many additional supports to teachers, such as more focused professional development and more mentoring, while encouraging some changes in the way we evaluate and pay our educators to hold them more accountable for raising student achievement.
How can I get involved in Chalkboard’s work?
Add your name to our database to we can keep you updated on our work through our monthly electronic newsletter, Chalk Talk. Become a member of our statewide Citizens’ Corps, and help us spread the word about Chalkboard’s education reform agenda in your community. Become a Start Making a Reader Today (SMART) program volunteer in your local school district, and read with two children each week during the school year. Please visit our Get Involved section to learn more.
Where can I find Chalkboard's 990 Form? Click here to access our 990 Forms.
