Original Research by School Decision on Reynolds Learning Academy
Reynolds Learning Academy is an alternative school in Fairview, Oregon, serving grades seven through twelve, though its enrollment is concentrated entirely in the upper high school grades. The school is part of the Reynolds School District and sits in a mixed residential and industrial suburb east of Portland. Fairview itself is a growing city with neo-traditional housing developments, industrial parks, and employers such as Townsend Farms and NACCO Materials Handling. The city has seen substantial population growth over recent decades, driven by suburban expansion and incentives like urban renewal programs and enterprise zone tax abatements. Public transit runs along two TriMet bus lines, and the area includes recreational amenities like Salish Ponds.
Reynolds Learning Academy is designated as an alternative school, which typically means it serves students who have not found success in a traditional high school setting—those needing credit recovery, flexible scheduling, or a smaller, more supportive environment. The total enrollment is small. Nearly all students are in grades ten through twelve, with the largest share in twelfth grade. The student body is racially and ethnically diverse; about half the students are Hispanic, with white students the next largest group, followed by students identifying as two or more races, Black, Asian, American Indian or Alaska Native, and Native Hawaiian or Pacific Islander. A very high share of students qualify for free or reduced-price lunch, indicating a high level of economic need.
State assessment data for Reynolds Learning Academy is mostly unavailable. For the most recent school year, proficiency rates were not reported for math, English language arts, or science at the grade level. The multi-year trend data shows a single year of results: proficiency in English language arts was modest, and in science it was lower. Because these numbers come from only one year and an alternative school population, interpreting them is limited. The school’s type may help explain why testing data is sparse—alternative schools often have very small tested cohorts or different testing requirements, and a parent may want to ask the school directly about how academic progress is measured for its students.
No graduation rate is available in the data, which again may reflect the alternative nature of the school or the fact that many students may take longer than four years to earn a diploma. The school did not report data on students with disabilities or English learners, and no information on discipline, staffing, or attendance was provided. The district brief found no recent major changes such as boundary shifts or bond measures.
The comparison to other districts in Multnomah County could not be performed because the necessary metrics—proficiency rates, graduation rates, chronic absenteeism—were missing for this school. That is not a judgment of the school; it simply means the standard statewide benchmarks cannot be applied here in the same way they apply to traditional schools.
What emerges is a picture of a small alternative high school serving a high-poverty, diverse student population in a community that blends suburban and industrial character. The school likely offers a different pathway for students who need one—flexible schedules, smaller classes, or credit recovery—rather than the comprehensive academic program of a large comprehensive high school. A family considering Reynolds Learning Academy should talk with the school directly about its curriculum, graduation expectations, support services, and how it prepares students for postsecondary life. The academic data available is thin, but that is common for schools of this type, and the school’s mission may be more about reengaging students and getting them to a diploma than about hitting high test scores.
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