Moneyball: The Crisis in Oregon Public Education

An olive branch was expected.
After all, when Oregon’s powerful teachers union, OEA, decided not to endorse Gov. Tina Kotek in last month’s primary election, some reconciliation was anticipated. What were her transgressions?
Kotek issued an order demanding that schools not reduce instructional times for students as a way of balancing their budgets. They were miffed at the signing of Senate Bill 141, which implemented a level of accountability for schools to up their performance standards. Then there was Kotek’s refusal to answer the plea by the union to tap the state’s emergency fund to address a school budget deficit in Portland.
Who does Kotek think she is? The Governor? The Superintendent of Public Instruction? Oregon’s Chief Accountability Officer?
Back to the olive branch. This week the Oregon Senate will consider whether to approve three new nominees to Oregon’s Quality Education Commission. You would expect one of the three might be a top OEA union representative.
How about all three?
Nominee Gary Roberts is president of OESPA, an affiliate of OEA. Dana Lovejoy is president of the Greater Albany Schools teachers union, and Tyler Scialo-Dalisky is president of the Salem-Keizer teachers union, the state’s second-largest school district.
Compare that to Massachusetts, the top state for student test scores in the country. Of the nine voting members on the state’s quality education board, statute allocates one position to a union representative. The remainder of the current board has, among its members, two business executives and a pair of Harvard education researchers.
Even Oregon’s Teachers Standards and Practices Commission has only two public members of a 17-member board. The other 15 are all part of the system it is charged to regulate.
“More money will often not solve the problem. In fact, it may compound the problem.”
― Robert T. Kiyosaki, “Rich Dad, Poor Dad”
It is best to go back in history, lest we deem to repeat it. In 2005, Oregon allocated $5.3 billion to K-12 schools for the biennium. Average teacher pay ranked 19th nationally. That same year, Oregon ranked 32nd nationally in fourth grade reading, 29th in fourth grade math, and a sterling number two in the nation in high school SAT testing.
Fast forward 20 years later. Adjusted for inflation, Oregon would need to allocate $9.04 billion to equal the $5.3 expenditures of 2005. But Oregon has ramped it up considerably, allocating $11.49 billion in the current biennium, almost $2.5 billion more than the inflation-adjusted number from 20 years ago, while serving approximately 20,000 fewer students than in 2005.
Teacher pay, meanwhile, has vaulted up into the top 10 nationally according to the National Education Association’s 2026 report. Retirement benefits for both new and veteran teachers are now ranked fourth-best in the country. Total compensation for some Oregon superintendents in large districts can now exceed $400,000.
Oregon students, by all measures, must be big winners too, right?
Welcome to the nation’s education basement. Despite the money that has continued to pour into Oregon’s education system, fourth grade math scores are now at the bottom of the nation’s barrel while fourth grade reading scores tie for third-lowest in the country. Students are also no longer required to take tests to graduate or take the SAT to apply for college.
Top it off with the fact that Oregon students are provided an average of three weeks less instructional days than most of the rest of the nation, and it would appear that everyone in the public school system is doing better than they were 20 years ago except those for which the system exists in the first place — the students.

Students don’t have a union. They don’t have a bulging political action committee to hand out large donations to candidates. When budget hearings are held at the Capitol, you won’t hear school board association lobbyists, teacher lobbyists, or those representing school administrators demanding legislators tie their funding decisions to better outcomes for students. Just give us more money.
In 2023, Portland school teachers went on strike demanding higher pay. Under public pressure to reach a settlement, the school board agreed to a contract that would increase total compensation for almost half of the teachers by 25% over three years even though inflation was only about 3% annually.
The district said at the time they could not afford such an increase, arguing it would result in a huge budget shortfall over the next few years and require hundreds of staff and teacher layoffs. It fell on deaf ears. Let’s just focus on the here and now.
Today the chickens have come home to roost as the district extends layoff notices to many of the same teachers who must not have believed the unambiguous facts that winning the strike could cost them their own job in order to pay the rest of their colleagues. There are cries of disbelief and outrage. Some are demanding the legislature fill the gap for the fiscal problems all parties knew they were creating.
Classes will get larger, students will have fewer support staff, and teachers may again demand more due to the added burden placed upon them due to the impacts created by their previous contract demands. It is a squirrel cage that just keeps spinning.
You can’t blame the union for advocating for more pay and benefits. That is its job. The problem emanates from a structure where counterweights do not exist as they do in the private sector. Public schools, unlike private companies, can’t go out of business.
As longtime Building and Construction Trades Council President Bob Shiprack was fond of saying, “The difference between my guys and the public unions is that my guys understand in order to have employees you have to have successful employers.”
In Oregon, 197 different school districts have volunteer board members sitting across the table from seasoned professional union negotiators. When a business increases sales and boosts its revenue, the union workers who were responsible for creating the product rightfully demand a portion of that revenue as their reward. It is a hard-earned right dating back to the Industrial Revolution when railroad and steel barons were gobbling up huge fortunes and paying those who created that wealth peanuts in exchange.
Schools are not businesses. There are no profits to be made. They have a finite revenue pool every year of taxpayer dollars. They can’t sell more widgets. It is a zero-sum game, and students are the collateral damage.
Shiprack participated in a lot of collective bargaining over the years. His approach was consistent. “I would never, ever negotiate a contract where I thought it would cost any of my members their jobs,” he said.
After Portland Schools and the union agreed to an unusual one-year contract extension, six of the top nine districts in the state are now set to negotiate new contracts at the same time next year. Student performance is not likely to be on the list of demands.
What a coincidence! The squirrel cage just keeps on spinning.
Next Up: The bold steps the legislature should address to put student achievement first.























