The top reported proficiency rate is 41% in English language arts. The lowest is 27% in Math.
Original Research by School Decision on Fullerton Iv Elementary School
Fullerton IV Elementary School serves kindergarten through fifth grade as a regular public school in the Douglas County School District 4, located in Roseburg. The school draws its students from the surrounding neighborhoods of this regional hub city, which sits along the South Umpqua River and serves as the county seat and the largest city in Douglas County. Roseburg has a mixed-use character with a historic downtown core, residential areas, and commercial corridors along Highway 99 and Interstate 5. The city has been transitioning from its historic identity as a timber-industry town toward a more diversified economy centered on healthcare, tourism, and viticulture, though the shift has brought challenges including unemployment and wages that have lagged behind national averages.
The school itself enrolls a moderate number of students across its six grade levels, with each grade containing a roughly similar number of children. The student body is predominantly white, with a notable share of Hispanic students and a smaller group of students identifying as two or more races. The remaining racial groups each represent a very small portion of the enrollment. A substantial majority of students at Fullerton IV qualify for free or reduced-price lunch, indicating that the school serves a population with considerable economic need. Data on students with disabilities and English learners was not available in the source material, so a parent may want to ask the school directly about how it supports those populations.
On state assessments, Fullerton IV posted proficiency rates that varied by subject and grade level. In English language arts, the share of students meeting proficiency was highest in fifth grade, followed by third grade, with fourth grade lower. In math, fourth grade had the strongest result, while third and fifth grades were lower. In science, which is tested only in fifth grade, the proficiency rate was below half. When compared to other school districts across Douglas County using an index that averages proficiency across tested subjects and grades, Fullerton IV placed above the midpoint of the cohort. Still, the overall pattern shows that a majority of students at the school did not reach the proficiency benchmark in any tested subject, a soft spot a parent would want to understand further by talking with the school about its instructional strategies and intervention programs. There was only a single year of assessment data available, so no trend could be established.
The school operates under the Douglas County School District 4, and a search for recent district-level changes or strategic priorities turned up little publicly reported information. That absence means a family considering Fullerton IV may want to proactively ask district administrators about upcoming initiatives, budget conditions, or leadership direction that could affect the school.
Housing in the Roseburg area is more affordable than the statewide median, with home values below the Oregon average and rents also lower. The gap between local incomes and housing costs means that for many families, renting is more financially accessible than buying. The national unemployment rate at the time of this data was moderate, and mortgage rates were elevated relative to recent years, which together shape the economic context families will encounter when looking at the area.
For a parent or resident weighing this school, the picture is of a neighborhood elementary in a mid-sized city experiencing economic transition, serving a student body with high levels of economic need, and producing academic results where a minority of students reach state proficiency benchmarks. The school’s performance relative to other Douglas County districts sits above the middle of the pack, but the absolute proficiency rates point to room for growth. Families considering Fullerton IV would benefit from visiting the school, speaking with teachers and the principal about how they address the core academic challenges, and understanding what supports are in place for students who are not yet at grade level.
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