A growing coalition of Oregon parents, educators and former policy advisers is calling for a sustained statewide plan to improve public schools, arguing that frequent policy changes and divided responsibilities have kept past reforms from delivering lasting gains. The concerns come as Oregon’s 2024 spending per student exceeded that of more than 31 states, while the state’s fourth-grade reading performance on the National Assessment of Educational Progress remained well below the national average. Recent state test results also renewed calls for action from literacy advocates. J. Schuberth, who campaigned as “Pencil” in a six-foot pencil costume to draw attention to literacy, delivered a petition to lawmakers at the Capitol on Sept. 8. Its five proposals include research-based teacher training, changes to the state funding formula, an end to the state’s assessment opt-out policy and intensive tutoring for students who need it. “We need to move from conversation to action, and do some of the hard things so Oregon kids get what they need,” Schuberth said. The campaign is part of a wider push for reform. Advocates say Oregon’s education plans have often lacked clear accountability and consistent direction, while state leaders and school districts face demands from lawmakers, education organizations and local communities. Gov. Tina Kotek’s office said she is committed to improving student outcomes and is using the tools available to her, including executive orders, legislation and targeted investments. But some advocates say the state’s current approach could leave struggling schools waiting years for intervention. “A kid only has one shot at third grade, one shot at elementary school,” said Sarah Pope, executive director of Stand for Children. “We are doing a disservice if we wait.” A proposed overhaul of school funding illustrates the difficulty of building agreement. A 2025 review by the American Institutes for Research found Oregon’s funding model does not account for differences in student needs across the state and is tied to a single education goal: high school graduation. Senate Bill 1555, introduced in 2026, would have revised the funding calculations. Some district superintendents supported it, while statewide organizations representing school administrators, school boards, parents and educators objected that it was moving too quickly and without enough consultation. The bill died in committee, leaving the formula unchanged. Those groups say new responsibilities should come with adequate funding and meaningful input. Oregon Education Association President Enrique Farrera said the union supports substantial change when it is based on evidence, funded equitably and shaped by the communities responsible for carrying it out. Coalition of Oregon School Administrators board president Ryan Noss said districts need flexibility when mandates arrive without additional resources. District leaders say the steady flow of state requirements can strain budgets. Oregon City School District listed seven legislative requirements it considered unfunded; the cost of unemployment benefits for employees who work 10 months a year rose to more than $378,000, district officials said. In Vale, Superintendent Alisha McBride said rural schools are continually responding to new legislation and urged elected officials to spend more time in schools. Oregon’s governance structure is another point of debate. Since a 2011 overhaul, the governor has also served as state superintendent, appointing the state education department director and the nine-member State Board of Education. The law also created education leadership bodies that were later dismantled, leaving the governor’s dual role in place. Supporters say a governor’s political influence can help secure resources and move policy. State education department director Charlene Williams said strong backing from the governor can help align priorities and accountability. Critics argue that the governor’s many responsibilities and the state’s election cycle make sustained education leadership difficult. “We’re stuck in a two-year election cycle for almost all decisions related to education,” said Suzanne West, superintendent of the Forest Grove School District. She said lasting improvement requires a system-wide approach rather than piecemeal changes. Advocates point to other states for possible lessons. Washington, which has an elected superintendent separate from its governor, generally outperforms Oregon on standardized tests. Rhode Island’s education plan lays out explicit goals and publishes daily attendance data. Mississippi’s reading gains followed years of sustained policies on standards, assessment and accountability, though those changes took roughly two decades to produce results. Oregon parents and community groups are also organizing to demand more public information and consistent measures of progress. A 2024 survey of 1,600 Oregon adults found that 90% supported setting realistic but ambitious education goals and reviewing progress toward them. Christine Pitts, who leads the Champions for Oregon Kids Coalition, said families and educators need reliable data to assess whether policies are working. The coalition is developing a data book for future legislative sessions. Pitts said public accountability can complement local control, but depends on transparency and consistent reporting. For advocates, the debate is not simply about spending more or choosing one governance model. It is about setting durable goals, providing resources to meet them and tracking whether students are benefiting. “Our kids are just as capable and just as extraordinary,” said Angela Uherbelau, a Portland parent who founded Oregon Kids Read. “There’s something right now very, very wrong with our system and the adults in charge of the system.”