The top reported proficiency rate is 45% in English language arts. The lowest is 16% in Science.
Original Research by School Decision on Tamarack Elementary School
Tamarack Elementary School serves kindergarten through sixth grade in Hillsboro, a city that blends large high-tech campuses, suburban neighborhoods, and a historic downtown. The school is part of the Hillsboro School District, Oregon’s fourth-largest district, which recently completed major capital projects from a bond measure, including new elementary buildings that modernized learning environments. The district’s 2023-2027 strategic plan focuses on maximizing the student experience and preparing students for post-secondary and civic life.
Tamarack is a regular public school, not a charter or magnet. Its enrollment is small for an elementary school serving kindergarten through sixth grade. The student body is diverse. Hispanic students make up the largest share, followed by white students and Asian students. A substantial share of students qualify for free or reduced-price lunch. Data on students with disabilities and English learners was not available in the source data.
State assessment results from the 2024-2025 school year show a mixed picture across grade levels and subjects. In English language arts, proficiency rates varied by grade, with the highest rate in sixth grade and lower rates in third, fourth, and fifth grades. In math, the pattern was similar: sixth graders posted the strongest results, while fifth graders had the lowest. Science results for fifth graders were notably low. Because this is the only year of data available, it is not possible to see whether these results represent a trend or a single-year snapshot. A parent may want to ask the school about how these scores compare to prior years and what supports are in place for students in the grades where proficiency was lower.
Overall proficiency across tested subjects and grades, when combined into a single index, places Tamarack above the midpoint among elementary schools in Washington County. That is a useful reference point, but the variation by grade and subject means the school’s performance is not uniform. The sixth-grade results in both English and math are the strongest in the building, while the fifth-grade science results are the weakest. A parent with a child in the upper grades may see a different picture than one with a child in the middle grades.
The school is located in Hillsboro, a city that has grown steadily and is known as a high-tech hub anchored by Intel and other major employers. The city is diverse and has a mix of suburban neighborhoods, a historic downtown, and newer developments like Orenco Station. The Hillsboro School District has completed several capital projects from a bond measure, including new elementary schools, and has adopted a strategic plan focused on student experience and post-secondary readiness. Housing in the area is expensive relative to national benchmarks, and rents have seen a modest decline recently.
Tamarack Elementary is a small school. Its student body is racially and ethnically diverse, with no single group forming a majority. A substantial share of students qualify for free or reduced-price lunch. The school does not serve high school grades, so there is no graduation rate to report. Data on chronic absenteeism and discipline were not available. The school’s website was not provided in the data, so a parent may want to contact the school directly for information about programs, after-school activities, and family engagement opportunities.
The academic picture is one of variation. Sixth graders performed well on state assessments, with a strong majority meeting proficiency in both English and math. Third, fourth, and fifth graders had lower proficiency rates, and fifth-grade science results were particularly low. The school’s overall proficiency index sits above the midpoint among Washington County elementary schools, but the range across grade levels is wide. A parent may want to ask how the school supports students in the middle grades and whether there are targeted interventions for the subjects and grades where proficiency is lower.
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