The top reported proficiency rate is 21% in English language arts. The lowest is 7% in Science.
Original Research by School Decision on Lincoln Street Elementary School
Lincoln Street Elementary School is a regular public school in Hillsboro, Oregon, serving kindergarten through sixth grade. It sits within the Hillsboro School District, the fourth-largest district in the state. The school itself is a relatively small neighborhood elementary, with an enrollment that matches that scale for the grade band it covers.
The student body is predominantly Hispanic, with a notable share of white students and smaller numbers of students who identify as two or more races, Asian, American Indian or Alaska Native, and Black. More than two-thirds of students qualify for free or reduced-price lunch, a marker that the school serves a community with significant economic need. This level of poverty often correlates with additional challenges in the classroom, and it is a key fact for any parent weighing academic outcomes.
State assessment results from the most recent testing year show that proficiency rates in math, English language arts, and science are low across every tested grade. In math, rates fall in the lower teens or single digits per grade, with no grade reaching one in five students meeting the state bar. In ELA, the picture is slightly stronger but still low, with the highest grade reaching roughly one in three students proficient. Science proficiency sits at a very low level. Compared with other elementary schools across Washington County, Lincoln Street’s overall proficiency index places it in the bottom quartile. Because the school serves only elementary grades, there is no graduation rate or high-school-level metric to consider. Chronic absenteeism data is not available in the records, though given the poverty rate, a parent may want to ask the school about attendance patterns and support.
The school offers no unusual designations; it is neither a charter nor a magnet school. Information on Title I status, staffing ratios, course access, and discipline metrics is missing from the data, so a parent should inquire directly about class sizes, tutoring programs, and enrichment offerings.
Hillsboro itself is a large, growing city that blends suburban neighborhoods, a historic downtown, and sprawling high-tech campuses anchored by Intel. It is one of Oregon’s most diverse cities, with a population that has been rising steadily. The housing market reflects the area’s economic strength: home values are well above the national median, and rents are correspondingly high. Both have seen slight recent declines, but affordability remains stretched for many families. The city’s job base is concentrated in technology, health care, and retail, and daily commuter flows into the city are substantial. Walkable pockets exist around downtown and Orenco Station, but much of the city is car-dependent.
The Hillsboro School District has invested in capital improvements in recent years, including the construction of a new elementary school and the replacement of an older one, funded by a bond measure. The district’s current strategic plan emphasizes maximizing the student experience and preparing students for post-secondary success and civic life. Lincoln Street Elementary, as a part of that district, operates within a system that has demonstrated a commitment to modernizing facilities and setting broad academic goals. However, the data available does not indicate how those district-level priorities translate into specific programs or interventions at Lincoln Street itself.
For a family considering this school, the picture is straightforward. Lincoln Street Elementary serves a high-poverty community and posts academic proficiency numbers that are low both in absolute terms and relative to other schools in Washington County. A parent should expect to encounter these challenges and will want to explore what academic supports, after-school programs, and family engagement resources the school offers. The broader community is economically vibrant and growing, but housing costs are steep, and the school’s performance reflects the complex realities of its student population rather than a lack of district investment. This is a school where a close look at classroom instruction, intervention systems, and teacher stability would be a sensible step before making a decision.
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