This paper describes Oregon's experiences with state performance requirements. It explains that these requirements cover three areas: budgeting on a program basis, providing a schooling environment designed to meet student needs through a systematic management process, and setting learning performance standards for students, including graduation requirements. The seven-year progress of the Oregon experience with these state requirements is briefly described, stretching from the early goal-setting phases in 1969 through the implementation years of 1973-1976, up to the period of renewal in 1978. The paper lists several policy issues that had to be determined to put the program into operation, including choosing common term definitions and incentives. The tensions between the local role and the state role in setting performance goals and learning objectives are examined. The paper describes the emergence of the state support system for the Oregon program. This system, headed by the Oregon Department of Education, includes policy-making, provision of information resources and communications links, and personnel development. Finally, recommendations regarding the institution of such a program of state requirements are offered. (JM)