The top reported proficiency rate is 38% in Science. The lowest is 34% in English language arts.
Original Research by School Decision on St Marys Public School
St Marys Public School serves kindergarten through fifth grade in the small city of Mt. Angel, about a short drive northeast of Salem in Marion County. The town is known for its German and Bavarian cultural roots; Bavarian-style storefronts line Charles Street, and the annual Oktoberfest draws many thousands of visitors, though everyday life is that of a compact agricultural community. The local economy is a mix of farming, including berries and Christmas trees, and businesses in an industrial zone near the rail line. Mt. Angel’s population declined somewhat between recent censuses, and the town covers a small land area, with no major new housing developments identified in available public information. The Mt. Angel School District operates a few schools, and St Marys is one of them.
The school is a regular public school, not a charter, and it serves only elementary grades, so there is no graduation rate to consider. The enrollment is relatively small, and a substantial share of students qualify for free or reduced-price lunch. The student body is predominantly white, with a notable Hispanic presence as well.
State test results for the most recent year show a mixed picture. In math, the proficiency rates across the tested grades were below most of the state averages, with the fourth-grade rate the lowest of the three. In English language arts, the picture varied more sharply by grade: third-grade proficiency was similar to the math pattern, fourth grade was lower, but fifth grade climbed to a rate that was meaningfully higher. In science, which is tested in fifth grade alone, the proficiency rate sat in a middle range. When compared across all tested subjects and grades, the school’s overall proficiency index placed it above the midpoint relative to other districts in Marion County, though the index itself was modest in absolute terms. Only one year of data was available for trend comparison, so it is not possible to see whether these results represent an improvement or a decline.
No data was available on chronic absenteeism, discipline, or staffing. Information on special populations such as students with disabilities and English learners was also missing from the available records. A parent who wants to understand, for example, what kind of support is available for students learning English or for those with an individualized education program would need to ask the school directly.
The district itself did not produce a record of recent major changes, such as boundary shifts, program additions, or budget developments, in public material readily found. The town has a compact core and a handful of civic anchors, including a Benedictine abbey on a hilltop and a historic monastery, but the residential and school setting is that of a small, stable agricultural town with limited population growth.
For a family looking at this school, the core takeaway is straightforward. St Marys is a small elementary school in a slow-growth town with a distinct cultural identity. Academic proficiency on state tests is uneven, with some grades and subjects stronger than others. The overall index placed it in the middle tier of its county, but the rates themselves were generally below half of students meeting benchmark. The school serves a population where economic disadvantage is common. A parent considering this school would likely want to talk with the principal or teaching staff about how the school addresses the gaps visible in the fourth-grade reading and math results, and what academic support structures are in place. There is simply not enough public information to say more about the classroom environment or student support services.
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