The top reported proficiency rate is 38% in English language arts. The lowest is 15% in Science.
Original Research by School Decision on Camas Valley Sd 21j
Camas Valley SD 21J is a small, rural school district in Oregon's Douglas County, serving students from pre-kindergarten through twelfth grade in a single school building, Camas Valley School. With a student body that is predominantly white and includes small shares of Hispanic and multiracial students, the peer environment reflects the area's community composition. The district's total enrollment is modest, typical of a remote K-12 setting where one school covers the full grade span.
Academic performance, as measured by Oregon's state assessments, presents an uneven picture. In mathematics, proficiency rates across tested grades are largely low. The strongest result appears in eighth grade, where a meaningful share of students met the bar, but earlier grades show very few students reaching proficiency, and in one grade the data was suppressed due to very small numbers. English language arts results are more varied: early elementary grades show modest proficiency, middle grades climb into the moderate range, and eighth grade posts a noticeably higher rate, with most students scoring at or above the standard. Science assessment results, available for grades five and eight, are low.
Compared to other districts in Douglas County, Camas Valley's overall proficiency across tested subjects and grades sits above the midpoint of the county's districts, meaning its combined performance is not the weakest in the region but also not at the top. Chronic absenteeism, a statewide concern, is notably lower here than in many neighboring districts, placing the district in the top quartile for low absenteeism. Per-pupil spending is in the upper range among county districts, which may reflect the costs of operating a small, rural school system.
The district's single school structure means that students progress through all grades in the same building, often with small class sizes that can allow for close relationships between staff and families. No recent data on the share of students qualifying for free or reduced-price meals, on special education enrollment, or on English learner status was available, so a parent may want to ask the district directly about the support resources and demographics of those populations. A search for recent district-level changes such as referendums, curriculum shifts, or property tax adjustments found no evidence of such developments. The district appears to have been operating without major publicly reported turmoil.
For a family considering this district, the key considerations are the small, rural character, the single-school experience from kindergarten through high school, and academic results that are strongest in eighth grade English language arts but generally low in math and science. The relatively lower chronic absenteeism is a positive sign for student engagement. Without state testing results for high school grades or a graduation rate in the available data, a parent should inquire directly about postsecondary outcomes, course offerings, and career or dual-credit opportunities at the high school level. The lack of a graduation rate may be due to data suppression or reporting gaps. The district's spending level suggests investment in its operations, but how that translates into classroom resources is best learned through a visit or conversation with administrators.
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