The top reported proficiency rate is 45% in English language arts. The lowest is 32% in Science.
Original Research by School Decision on M a Lynch Elementary School
M A Lynch Elementary, a regular public school in Redmond, Oregon, serves kindergarten through fifth grade. It sits within the Redmond School District, a system that has recently secured voter-approved bond funding for facility improvements, including HVAC, roofing, and classroom additions, with no projected tax-rate increase—a publicly reported development that points to ongoing investment in the district’s physical infrastructure.
The student body is moderately sized for an elementary school. A substantial share of students qualify for free or reduced-price lunch, which places the school in a context where a significant portion of families face economic pressure. Racially and ethnically, the school is predominantly white, with a noticeable Hispanic population and smaller shares of other groups. The overall peer environment reflects a community that is less diverse than some of Oregon’s larger districts but not homogenous. The school does not report its share of students with disabilities or English learners, so a parent interested in those supports would need to ask the school directly.
State assessment results from the most recent testing year provide the clearest picture of academic performance, and it is mixed. In third grade, a majority of students met proficiency in reading, and just over half did so in math. By fourth grade, both reading and math proficiency drop sharply, with only about one in five students reaching the bar in each subject. Fifth grade reading rebounds, with a strong majority proficient, but fifth-grade math remains low, and science proficiency sits near one in three. The pattern suggests that the school may have particular difficulty supporting students in the middle elementary years, especially in math, where the dip from third to fourth grade is pronounced. Overall proficiency across all tested subjects and grades places Lynch below the midpoint relative to other districts in Deschutes County. Because only a single year of data is available, it is not possible to see whether this reflects a recent shift or a longer-standing trend. A parent may want to ask school staff how they address the drop in fourth-grade performance and what interventions are in place.
Redmond itself is a fast-growing city in Central Oregon, historically a service center for cattle and lumber that has diversified into manufacturing (including aviation and aerospace) and tourism. Its population has increased substantially in recent years, fueled by employment and a lower cost of living compared to nearby Bend. The built environment is auto-oriented, organized along an expressway corridor, though a historic downtown commercial core remains. Major employers include the Redmond Air Center, Eagle Crest Resort, and a Consumer Cellular call center. Housing values in the school’s zip code have moved roughly in line with national trends, and rents have risen modestly—details that matter for families considering relocation. The school’s location on Kalama Avenue places it within a residential area of the city.
No data on discipline, attendance, staffing ratios, or program offerings are present for this school, so a parent looking for a full picture of school climate, teacher experience, or enrichment options will need to gather that directly from the school or district. The district’s bond-funded renovation work may eventually affect Lynch, but specific projects at this school are not detailed in the available information.
M A Lynch Elementary offers a neighborhood-school experience in a growing Central Oregon community. Its academic results show strengths in early reading and a notable rebound in fifth-grade literacy, but also clear soft spots in math and fourth-grade performance that families should weigh. For a parent choosing a school, Lynch fits as a familiar, well-established public option, but it warrants a conversation with the school about how it supports students who are not yet meeting benchmarks, especially as they move through the intermediate grades.
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