Summary
Reedville Elementary School in Aloha, Oregon, is a PK–6 school in Hillsboro School District 1J with 197 students, making it the smallest among nearby comparison schools. Its 2025–2026 rank is 637th of 709 (10th percentile, 1 star); recent years are similarly low, though slightly improved from earlier rankings in the 1st–5th percentile. The district ranks 69th of 141 in Oregon (51st percentile, 3 stars). In 2024–2025, 73.6% of students were eligible for free/reduced lunch; chronic absenteeism was 27.8%, better than the district’s 31.8% and state’s 33.5%. Per-student spending was $26,644, with a 14.6 student–teacher ratio. All-grade test proficiency was 19% in English Language Arts, 21% in math, and 19% in science.
The most striking comparisons are with same-district schools serving similar poverty levels. Ladd Acres Elementary School, 0.57 miles away, has 70.73% free/reduced lunch and $21,117 per student, yet posts 61% ELA, 53.2% math, and 54.4% science. Indian Hills Elementary School, 0.49 miles away, has 70.16% free/reduced lunch and $20,328 per student, yet posts 60.4% ELA, 52.7% math, and 36% science. Reedville spends more per student and has a lower student–teacher ratio than both, but posts 19% ELA, 21% math, and 19% science. Witch Hazel Elementary School is also low, at 23.7% ELA, 17.1% math, and 8.5% science. ELA is Reedville’s weakest area: third-grade ELA is 13.8% versus district 36.9% and state 41.5%.
Attendance is a relative bright spot, but it has not closed the achievement gap. Subgroup ranks are broadly low: male students rank in the 7th percentile (0 stars), female students in the 13th percentile (1 star), and low-income students in the 16th percentile (1 star). English learner students ranked in the 62nd percentile (3 stars) in 2024–2025, though this follows prior ranks in the 21st and 16th percentiles. Overall, Reedville is a small, high-poverty school with favorable staffing and high spending, yet outcomes remain near the bottom of Oregon elementary schools. The strongest takeaway is that nearby same-district schools with similar poverty and lower spending achieve far higher proficiency, pointing to school-level practices, leadership, or instructional systems as likely areas of focus.
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