The top reported proficiency rate is 31% in English language arts. The lowest is 13% in Math.
Original Research by School Decision on Nestucca K8
Nestucca K8 serves students from kindergarten through eighth grade in Cloverdale, an unincorporated rural community along the Oregon coast in Tillamook County. The school is part of the Nestucca Valley School District 101J. Cloverdale itself is a small, car-dependent settlement with a dispersed arrangement of homes and businesses along the highway corridor rather than a walkable downtown center. The local economy draws on manufacturing, hospitality, and educational services, with tourism along the Tillamook Coast also playing a role. Nearby natural areas like Sitka Sedge State Natural Area provide recreation, and the community holds an annual Clover’s Day celebration. The population has seen a slight recent decline, and the area is characterized by slow, stable rural stasis rather than growth.
The school enrolls a student body that is largely White, with a notable Hispanic presence and a small share of students who identify as two or more races. A substantial share of students come from low-income households, as measured by eligibility for free or reduced-price lunch. The school is a regular public school and is not a charter or magnet. Because Nestucca K8 serves only through eighth grade, it does not have a graduation rate; that metric applies only to high schools.
State assessment results from the most recent testing year show that proficiency rates in math and English language arts are modest across the grade levels tested. In math, the share of students meeting proficiency standards is below the midpoint among districts in Tillamook County. In English language arts, proficiency rates vary by grade, with the later elementary and middle school grades showing higher rates than the earliest tested grade. Science proficiency is also low in the one elementary grade tested, though the middle school science rate is higher. These results represent a single year of data, and no multi-year trend is available for comparison. A parent may want to discuss these results directly with the school to understand the academic support and instructional strategies in place.
The school sits on a separate campus along the highway, distinct from any commercial center. The district recently undertook a major capital construction project, representing a significant investment in school facilities. That investment, for a district that serves a modest-sized student population across its schools, signals an upgrade to the physical plant that could support the learning environment for years to come.
For a family considering this school, the context matters as much as the test scores. This is a rural, low-density community where daily life requires a car and where the school is a central institution. The student body reflects the local population, and the economic realities of the area mean that many families rely on the school for support services. The academic performance data suggests that the school faces challenges in moving students to proficiency, particularly in math and science, though the English language arts scores in the upper grades are more encouraging. A parent whose priority is a small, rural school setting with a stable, slow-growth community may find this a good fit. A parent who is looking for a school with high test scores or a broad array of advanced academic offerings will want to look into this further with the school to understand what programs and supports are in place. The funding for facility upgrades is a positive signal about the district’s commitment to its physical infrastructure.
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