What is the Consensus Process?

Jean Pierce, Action Chair

Over the past few years, local Leagues in Oregon have been asked to participate in

several consensus studies. But there appears to be some confusion about the

consensus process and why it is important.

At the 2025 LWVOR convention, a 3-part K-12 education study was approved to

Address:

• Exceptional Learners

• Safe and Healthy Schools

• Career and Technical Education
  

The LWVOR action committee cannot take any action unless we know what League

members think about an issue. Currently, LWVOR has no K-12 positions addressing

the three topics, so we have not been able to weigh in on legislation that addresses

these important topics. We DO have positions regarding funding of K-12 education,

assessment and high stakes testing, attracting and retaining teachers, charter schools,

civic education, and not using public funds for private schools.

The consensus process means:

• A study committee researches a topic and creates a well-documented report
  

• The report is shared with experts in the field to determine whether

  • Anything is omitted

  • Anything is inaccurate

  • There are any grammatical errors
    

• Based on their feedback, a revised report is submitted to the LWVOR Board for

  approval, along with consensus statements that present pros and cons and any

  supplemental information such as a video explaining the main ideas in the study.

  
  

• Local Leagues and units have 3 months to schedule a consensus meeting,

  during which League members determine whether they agree, disagree, or reach

  no consensus regarding statements. Each statement focuses on only one topic

  so that there is no confusion what League members mean if they agree or

  disagree.

  
  

• Reaching consensus does not necessarily mean taking a vote. After hearing

  reasons why League members agree or disagree with a statement, the meeting

  facilitator says, “I am hearing that there is general consensus that…” or “I am not

  hearing any consensus about this statement.” Members confirm whether that is

  Correct.
  

• The local League or unit submits a report which records not only whether

  members agree or disagree but also major reasons why they disagree or cannot

  reach consensus.
  

• Based on the responses, a member agreement committee develops the final

  wording for a position.
  

• The position needs to be written in general terms so that it stands the test of time and the position does not need to be updated when (for example) the name of a committee or a number changes.
  

• Positions represent what League members consider the ideal situation, which might not look like the current reality.

• The LWVOR Board decides whether to approve the position wording. If they do

  approve it, the position is immediately available for advocacy. While the focus of

  a state consensus study is creating a position that can be used to support or

  oppose state legislation, it is possible that a local League might be able to find

  something in a position which they can use for local advocacy.

• Delegates to the next LWVOR convention are asked whether they approve the

  new K-12 positions as well as all other positions in Issues for Action

We have created separate timelines for the three parts so that local Leagues and units

only need to consider approximately 20 statements at a time.