Message from Executive Director Ben Cannon
With the Oregon Legislative Session in full swing, the Higher Education Coordinating Commission (HECC) is busy working with our partners, analyzing bills, and engaging legislators on the important impacts of state funding and policy. At the same time, we are working with Governor Kotek, institutions, and partners to actively assess federal actions and their potential impact on Oregonians served by the higher education and workforce system. In this complex time, our work for Oregon remains unwavering in its dedication to fostering opportunity, equity, and success for every student and learner.
Our mission at the HECC is anchored in the belief that every learner matters and deserves access to a wide range of postsecondary opportunities through community colleges, universities, career schools, apprenticeships, and workforce training programs. At its best, postsecondary education is a powerful equalizer, providing the foundation to support thriving futures for our diverse communities, and meeting the state’s workforce and economic needs. This is a story we will tell in detail during our upcoming budget presentations on the state’s investments in higher education and training, which we approach as a kind of introductory course on the powerful return on investment for taxpayer funds supporting postsecondary education.
Many of our partners have questions about the federal administration changes and the postsecondary landscape. We now have a web page where you can keep informed on HECC's work in relation to federal changes. Please keep the following in mind as we continue to navigate these complexities:
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We are steadfast in our focus on better serving underrepresented populations, driven by longstanding state education goals. The HECC’s commitment to equitable opportunity in postsecondary education and training has been woven into the agency’s policies, programs, and processes since the founding of HECC as a state agency in 2013. Our agency work is driven by Oregon's state educational and training goals that commit us to better serving underrepresented populations.
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We serve Oregon. As we navigate federal changes, Oregon, as a state with specific rights, responsibilities, and values expressed in our laws, must continue to serve Oregonians with empathy and care. We are committed to fostering belonging and wellbeing for all students and learners.
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We will communicate what we know. Our assessment of each executive order or directive impacting our programs is ongoing. As we have factual information that we can present with clarity, we will share it in a timely manner.
Our work is continuing with strong momentum, and this newsletter focuses on several exciting developments for our agency, including: our upcoming budget presentations, a report that highlights the consistently positive impact of the Oregon Opportunity Grant program, a new report that identifies pathways for Oregonians to behavioral health careers, and more. Thank you, as always, for your engagement.
State Budget Hearings are Coming up on the Higher Education and Workforce Training Budget - Tentative Schedule
In addition to presentations on the HECC budget (Senate Bill 5525), there will be several opportunities for public testimony
One key role of the HECC is to present on the comprehensive funding needs for the postsecondary education and workforce system. These presentations are made to the Joint Ways & Means Education Subcommittee to inform the development of the final 2025-2027 Legislatively Approved Budget (LAB). The HECC is joined by community college, university, and workforce partners over the course of several weeks to present on the postsecondary and workforce landscape. In addition to presentations, there are opportunities for public testimony on the HECC budget (Senate Bill 5525). The tentative schedule is below, and all final dates will be posted on the Subcommittee web page here. The subcommittee meetings are generally scheduled at 1:00 p.m.-2:30 p.m.
- HECC Presentations:
- March 31 – Introduction to Postsecondary Education and Training in Oregon
- April 1 – The Funding Landscape for the Consolidated Budget + HECC Agency Budget
- April 2 – Prioritizing Affordability
- April 3 – Featured Statewide Strategies
- April 7 – Oregon's Investment in Institutions: Impact on Oregonians
- April 8 – Oregon's Investment in Institutions: Funding Levels
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April 9 – Public Testimony (affordability or any topics in HECC budget)
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April 10 – Workforce Board presentations + Public Testimony (workforce or any topics in HECC budget)
- April 14 - Community College (CC) presentations
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April 15 - Continued Community College presentations + Public Testimony
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April 16 – Continued CC presentations + Public Testimony
- April 17– Public University presentations
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April 21 – Continued Public University presentations (State/Statewide programs focus) + Public Testimony
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April 22 – Continued Public University presentations (Student Support programs focus) + Public Testimony
- April 23 – OHSU presentation + HECC Conclusion
How to Testify
You can provide testimony in writing, remotely, or in-person at the Oregon State Capitol, 900 Court Street NE, Salem, OR 97301.
To see the final dates, check the Subcommittee on Education web page. The "Register to Testify" link will appear for public testimony dates when the final dates are posted. If you are new to this process, the Oregon Legislature has a web page about How to Register to Testify and Submit Written Testimony here.
Oregon Opportunity Grant Improves College Affordability and is Linked to Academic Success, According to Annual Evaluation Report
The HECC annual report evaluating the impact of the Oregon Opportunity Grant (OOG), recently submitted to the Oregon Legislature, illustrates the consistently positive impacts of this need-based grant program. The OOG is Oregon’s largest financial aid grant, serving students with demonstrated financial need. In 2022-2023, more than 36,000 students received an OOG, and a budgetary increase allowed the Office of Student Access and Completion (OSAC) to expand the grant’s reach and impact.
Across the board, the program's results were positive: the OOG is linked to increasing access to postsecondary education for students from marginalized backgrounds; improving college affordability, especially for students from the lowest income backgrounds; and supporting lower-income students' academic performance and ability to remain enrolled in college across semesters.
Findings were positive across all three of the study’s metrics:
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Academic Performance is Strong for OOG recipients: OOG recipients, who come from lower-income backgrounds, remained enrolled and earned credits at the same or higher rates than their peers who did not receive the OOG. Additionally, community college OOG recipients had higher rates of retention and earned more credits than their higher-income peers.
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Increasing Affordability: Affordability remains a major challenge: even with the OOG and other grant aid, a family's expected family contributions, and student earnings, HECC analysis shows that 54 percent of OOG recipients would not have been able to cover the full cost of attendance at their school without loans. However, without the OOG, this share would have been 67 percent.
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Reaching Underrepresented Students: In addition to serving lower-income students as a need-based program, the grant is reaching populations that are underrepresented in colleges and universities. The OOG recipients were more likely to be students of color, students from rural areas, and older students.
Read the full report at the link below, and to learn more about the Oregon Opportunity Grant, visit OregonStudentAid.gov.
New Study Reveals Gaps and Opportunities in Oregon’s Behavioral Health Workforce
The purpose of this assessment is to understand behavioral health workforce needs, inform program options that prioritize critical-shortage occupations, and grow and diversify the supply and distribution of the behavioral health workforce. The assessment is also intended to project future workforce demand, as well as the demand for education and training programs across Oregon.
One key finding is that 32 Oregon counties lack even one behavioral health provider per 1,000 residents. The assessment indicates that major factors contributing to the state’s behavioral health workforce shortage include insufficient preparation for behavioral health fields in the educational system, worker burnout, low pay, limited advancement opportunities, and several other systemic issues.
Key recommendations include increasing awareness of behavioral health career pathways, investigating current trends among learners and workers in the behavioral health sector, and infusing principles of equity and inclusion to diversify and expand talent.
Oregon Selected for National Cohort focused on Advancing Dual Credit
In a recent announcement from the College in High School Alliance, Oregon is one of seven states selected to be part of a national Dual Enrollment Policy Cohort to advance opportunities for Oregon high school students to earn college coursework while in high school. Along with Minnesota, New Mexico, Tennessee, Virginia, and Washington, Oregon will work to advance dual enrollment policies that maximize the benefits to students of taking college courses in high school.
This two-year project is made possible with support from the ECMC Foundation, Joyce Foundation, and Strada Education Foundation. The selected states will work alongside national experts from the College in High School Alliance to develop and implement action plans aimed at enhancing dual enrollment policies to ensure that more students have access to college courses while in high school. The HECC Office of Academic Policy and Authorization will be working with colleagues in the Oregon Department of Education on this initiative.
Congratulations to Reappointed HECC Commissioner
Please join us in welcoming back Helen Edwards, who previously served on the HECC from October 2, 2020, to February 15, 2024. Her new term of service began March 1, 2025. Commissioner Edwards was nominated by Governor Kotek in August and confirmed by the Oregon Senate in February. She is the co-founder of Artificiality, a forward-thinking research group focused on how technology is reshaping the human experience. As an accomplished author, speaker, and facilitator, Edwards brings expertise from her leadership roles in the electricity industry, along with her background as an entrepreneur and venture capitalist.
The HECC would like to thank Commissioner Rukaiyah Adams, who previously held this At Large seat, for her dedicated service as her term draws to a close.
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Understanding the WARN Act: Supporting Workers Through Layoffs and Transitions
Among numerous other charges, the HECC Office of Workforce Investments (OWI) works closely with local workforce development boards to help workers and employers before and during a layoff. The HECC sends out public notifications regarding some impending layoffs under the authority of the Worker Adjustment and Retraining Notification (WARN) Act.
The WARN Act offers protection to workers, their families, and communities by requiring employers to provide a 60-day notice to the affected employees and to both state and local representatives prior to a plant closing or mass layoff. OWI receives these notifications and shares the information publicly.
The WARN Act requires employers with 100 or more employees to provide this notice of business closures or mass layoffs to affected employees. The notice allows workers time to transition, seek new opportunities, or adjust to potential job loss. In Oregon, the process is facilitated by the HECC and Local Workforce Development Boards (LWDBs). Key services include Rapid Response Information Sessions, collaboration with labor unions, and job fairs to help affected workers navigate the transition. These coordinated efforts aim to minimize the impact on workers, their families, and communities.
Other Recent HECC Reports
Open Oregon Educational Resources program
The HECC has released its biennial report on the Open Oregon Educational Resources program (ORS 348.756). Open Oregon Educational Resources (OER) promotes textbook affordability for community college and university students, and facilitates widespread adoption of open, low-cost, high-quality materials.
Oregon Promise Report
The HECC has released its legislative report on the Oregon Promise Grant program (ORS 341.522). The Oregon Promise Grant program covers the average cost tuition for recent Oregon high school graduates and GED® completers.
Academic Program Approvals
At its December and January Commission meetings, the HECC approved the following new academic programs at Oregon's colleges and universities. Read more about these programs in recent meeting materials here.
Community College (CC) Program Approvals
Central Oregon CC: Bachelor of Science: Nursing (BSN). Chemeketa CC: Bachelor of Science: Nursing (BSN). Clackamas CC: Child Care Specialist Apprenticeship, Less Than One Year Certificate (CC); Medical Assistant, Less Than One Year Certificate (CC). Klamath CC: Bachelor of Science: Nursing (BSN). Lane CC: Bachelor of Science: Nursing (BSN); Respiratory Care, Associate of Applied Science (AAS). Linn-Benton CC: Bachelor of Science: Nursing (BSN). Oregon Coast CC: Bachelor of Science: Nursing (BSN). Treasure Valley CC: Bachelor of Science: Nursing (BSN).
University Program Approvals and New Locations
Oregon State University (OSU): Master of Science in Supply Chain and Logistics Management (MS). University of Oregon (UO): Bachelor of Science in Material Science and Technology (BS); Master of Science in Historic Preservation (MS) (Program Approval and New Location); Education Specialist in School Psychology (EdS) (Program Approval and New Location).
Partner News: New ODE Research Reveals the Critical Connection Between Student Opportunities in High School and Post-Graduation Plans
The Oregon Department of Education is excited to announce the release of a new data brief focusing on the Post-Graduation Planning domain of the Student Educational Equity Development (SEED) Survey. The brief examines student interests in various pathways after graduation, including college, employment, military, and starting a family, and how those interests differ across demographics. A key feature of the brief is the student responses, which provide an opportunity to directly hear from student voices.
A key finding from the brief is the more than 20 percentage point gap between students’ professed interest in attending college and rates of actual college enrollment.
These gaps vary by student group, with some student groups reporting high interest in college relative to their historical postsecondary enrollment rates. Disparities in college access and support in navigating the system often account for some of these large gaps.
Commonalities among students with specific post-high school plans include strong sense of belonging, higher rates of attendance, access to books and other reading materials, and opportunities to connect classwork to careers.
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