TAG bills for the 2025 Session
HB 3420 allocates one percent of the State School Fund for TAG.
This bill ensures that anyone who knows a student—parents, teachers, or community members—can refer them for TAG assessment. While most districts already allow this, state law is unclear, and at least one district now requires teachers to submit the referrals. Research shows that this barrier can cause gifted students, particularly from underrepresented backgrounds, to be overlooked. SB 934 would standardize best practices across the state and reduce unnecessary paperwork for teachers. After referral students would still be assessed for TAG services by a trained team.
SB 933 – Improving TAG Data and Reporting
This bill addresses a serious gap in Oregon’s education system: tracking student growth. Currently, the Oregon Department of Education (ODE) reports achievement test scores by income and ethnicity but this does not measure how much students are actually learning during their time in school. SB 933 would require reporting on student growth by grade, ability level, and demographics—ensuring that all students receive the support they need. This is especially important to ensure that schools are not penalized because they are serving students who were disproportionately affected by COVID, such as students in homes that had inadequate internet access.
The bill also corrects a resolution by the State Board of Education that excluded TAG students from groups with “academic disparities” listed in the Student Success Act. As a result, TAG students have effectively been erased from key educational documents. The bill also mandates better tracking of TAG services, funding, and student outcomes to ensure equitable access to advanced learning.
HB 3420 – Ensuring Funding for TAG Services
This bill would allocate 1% of the State School Fund—approximately $50 million per year—for TAG programs. This is a modest but crucial investment compared to other programs, such as English Language Learners ($244 million) and Special Education ($1.55 billion).
Funding would be distributed as follows:
This funding model ensures that all districts, especially smaller ones with fewer resources, can provide meaningful TAG services. Currently, more than half of Oregon districts spend very little or nothing on TAG programs.
Why This Matters
Every student should be learning in our public schools. TAG students are defined by state law as students who need additional academic services. Yet today, many districts are not providing TAG services, and both TAG and other high-achieveing students are often invisible despite their importance to our state's economy. There are very large disparities in who is identified for TAG and in access to advanced instruction. Instruction that does not match students' level of mastery limits their achievement and reduces their opportunities. Without appropriate interventions, gifted and high-achieving students may become discouraged or depressed and lose interest in their education.
According to the latest NAEP results, Oregon trails other states in student achievement at the advanced level. Research has shown that strong educational attainment among high-achieving students directly impacts economic growth. These bills will help ensure that our most talented students receive the support they need, benefiting not just them, but our entire state.
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A note on TAG accountability procedures
--ORS 343.399 details the way TAG spending is to be
used. It is referenced in SB 595 :
ORS 343.399 State aid to local districts; criteria. (1) Any school
district may apply for state funds for special programs and services for
talented and gifted children identified in the district. A school district may
apply for state funds by submitting an application to the Superintendent of
Public Instruction.
(2) The superintendent shall annually establish a date after which no
further applications for state funds may be submitted under this section.
(3) The superintendent may approve only applications that comply with ORS
343.391 to 343.413 and rules adopted by the State Board of Education. Any
criteria used by the superintendent to evaluate applications shall include, but
need not be limited to:
(a) A statement of the school district’s present level of special
educational programs and services for talented and gifted children and how the
special educational programs and services contained in the application conform
with the school district’s written plan for instruction for talented and gifted
children described in ORS 343.397.
(b) Identification procedures that comply with rules adopted by the board.
(c) A detailed budget for the program expenditures.
(d) A description of the individual student assessment and evaluative
procedures and tools.
(e) A justification of special educational services and programs for
talented and gifted children identified in the school district in terms of the
student assessment and evaluation.
(f) An evaluation design that meets standards set forth by the Department
of Education.
(4) The superintendent may not approve an application unless the school
district agrees to expend district funds for special educational programs for
talented and gifted children in an amount equal to or greater than the amount of
state funds approved by the superintendent. [1959 c.528 §8; 1963 c.570 §24; 1965
c.100 §411; 1971 c.613 §4; 1979 c.385 §4; 2011 c.440 §3]
See also the ODE's TAG plan template and companion guide here:
https://www.oregon.gov/ode/learning-options/tag/pages/default.aspx