This information was produced by the staff of the Belin-Blank International Center for Gifted Education and Talent Development (B-BC) at the University of Iowa (belinblank.org). The resources and information listed here are for informational purposes; there is no direct or implied endorsement by the B-BC. Services provided by the B-BC include programs for academically talented K-12 and college students, professional development for teachers, the Assessment and Counseling Clinic, the Acceleration Institute (accelerationinstitute.org), and graduate programs and research in gifted education.

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State Policies in Oregon  

Oregon does not have a state policy on acceleration. Local education agencies determine whether and to what extent acceleration is permitted.

Grade-based Acceleration

Early entrance to kindergarten

No state policy; up to LEA to determine whether early entrance to kindergarten is allowed. In general, students must be 5 years old by September 1 to enroll in kindergarten. Oregon Revised Statute 339.115(9) states that "A child entering kindergarten during the fall term shall be considered to be five years of age if the fifth birthday of the child occurs on or before September 1. However, nothing in this section prevents a district school board from admitting free of charge a child whose needs for cognitive, social and physical development would best be met in the school program, as defined by policies of the district school board, to enter school even though the child has not attained the minimum age requirement but is a resident of the district.”

Early entrance to 1st gradeOregon Revised Statute 339.115 (9)) states that "A child entering the first grade during the fall term shall be considered to be six years of age if the sixth birthday of the child occurs on or before September 1...However, nothing in this section prevents a district school board from admitting free of charge a child whose needs for cognitive, social and physical development would best be met in the school program, as defined by policies of the district school board, to enter school even though the child has not attained the minimum age requirement but is a resident of the district."
Whole-grade accelerationThe Oregon Programs and Services indicates that most TAG services are provided through differentiation in the general education classroom. Districts are permitted to adopt other programs and services, potentially including whole-grade acceleration.
Early high school graduation

There are multiple routes students can take to earn a diploma in Oregon. The Oregon Graduation Requirements are outlined on the State Department of Education website. Local districts determine the proficiency standards for how students meet those requirements.

Early entrance to collegeIf you know where to find this information, please e-mail us.

Content-based Acceleration

Dual or concurrent enrollment in community college, college, or universityState policy specifically permits dual enrollment in high school and college for students in grades 7-12 (or earlier, based on student's academic needs). Each LEA determines whether high school credit is given for college courses. For more information, use the Advanced Learning page.
Middle school students permitted dual or concurrent enrollment in high school

State policy specifically permits dual enrollment in middle and high school, and allows students to receive high school credit for courses taken in middle school.
Advanced Placement®State policy permits. More information is available on the Oregon Department of Education Advanced Placement page or the Advanced Learning page.
Talent Search

There is no in-state Talent Search for Oregon, but gifted students in OR can participate in regional and national talent searches, including those offered by the University of Iowa Belin-Blank Center and the Johns Hopkins University Center for Talented Youth.

Credit by examination/proficiency-based promotion

State policy specifically permits. Proficiency may be determined through multiple choice tests, essays, lab experiments, oral exams, portfolios, & performance. Each LEA is responsible for determining advancement options after proficiency. State policy specifically allows graduation credit for proficiency.
Other forms of content-based acceleration

Typically left to LEAs to determine. If you know of state-level code, please e-mail us.

Additional Information

Oregon Talented and Gifted
Oregon Department of Education
Oregon Association for Talented & Gifted

The information presented on this page was compiled from a variety of resources, including the State of the States in Gifted Education 2020-2021 (a report by the Council of State Directors of Programs for the Gifted and the National Association for Gifted Children), Websites, professional literature, and personal communication. The Acceleration Institute has not verified the accuracy of this information and does not warrant its accuracy or fitness of use for any purpose. Users should verify information prior to taking any action. Furthermore, the appearance of selected programs and/or resources does not imply an endorsement or affiliation. Programs and resources are highlighted for informational purposes only.