The top reported proficiency rate is 35% in English language arts. The lowest is 21% in Science.
Original Research by School Decision on Kennedy Elementary School
Kennedy Elementary School serves kindergarten through fifth grade in Medford, Oregon, as a regular public school within Medford SD 549C. Its enrollment is substantial for an elementary school, with a broad spread across each grade level. The student body is diverse: a clear majority of students are white, with a substantial Hispanic representation and small shares of students who identify as Asian, Black, two or more races, American Indian or Alaska Native, and Native Hawaiian or Pacific Islander. A significant majority of students qualify for free or reduced-price lunch, indicating a high level of economic need in the school's attendance area.
On state assessments administered in the most recent school year, Kennedy's results show notable variation by subject and grade. In English language arts, proficiency for the school as a whole sits below most tested grade levels, though fifth graders recorded a higher proficiency rate than the lower grades, which was the strongest showing across any tested subject or grade in the school. In mathematics, proficiency rates were more varied: third and fourth graders posted moderately higher results, while fifth graders' math proficiency was markedly lower, the weakest among all tested groups. In science, which is assessed only in fifth grade, the proficiency rate was also low. Compared to other elementary schools within Jackson County districts, Kennedy's overall proficiency across all tested subjects and grades places above the midpoint, meaning its composite academic performance is stronger than several peer schools but still below the top performers in the county. Only a single year of assessment data was available, so there is no trend to examine for improvement or decline over time.
The school environment data has several gaps. Information on special education and English learner populations, discipline incidents, chronic absenteeism, course access, and staffing ratios was not reported. A parent who wants to understand how the school supports students with individualized education plans or language development services, or how its climate compares to other elementary schools, would need to ask the school or district directly for those details. The school's Title I status was also not provided in the data.
Medford itself is the county seat and the primary commercial, healthcare, and government hub for the Rogue Valley. Its economy is anchored by two major medical centers, the corporate headquarters of Harry & David and Lithia Motors, and a growing wine and cannabis agricultural sector. The city has seen significant historical growth and has an airport that is the third-busiest in Oregon. The built environment mixes a traditional downtown core with a broad suburban-style footprint, and while a multi-use trail connects parts of the valley, much of the city is auto-oriented. The district recently passed a bond for safety, security, and facility upgrades, with the tax rate held steady by replacing expiring debt. It also implemented a stricter policy restricting cell phone use during the school day for middle and high school students, a change that does not apply to Kennedy since it serves only elementary grades.
Housing in the school's zip code carries a value near the national median, while rents are somewhat above that benchmark, consistent with Medford's role as a regional economic center and retirement destination. The national economic context shows mortgage rates and unemployment holding at moderate levels.
For a family considering Kennedy Elementary, the available data paints a mixed academic picture. The school's overall proficiency is around the middle of the pack among Jackson County districts, with a notably bright spot in fifth-grade English language arts and a clear soft spot in upper-grade math and science that a parent may want to look into further with the school. The school serves a high-need population, which may be relevant to understanding the resource demands on teachers and staff. The surrounding city offers a full range of services and employment, but the residential areas near the school are likely suburban in feel rather than highly walkable. The gaps in reported data on special populations and school climate mean that some of the most important questions about student support and daily experience are not answerable from this profile alone.
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