The top reported proficiency rate is 19% in English language arts. The lowest is 10% in Math.
Original Research by School Decision on Stanfield Secondary School
Stanfield Secondary School is the sole public school for grades six through twelve in the small, highway-oriented town of Stanfield, Oregon, deep in Umatilla County. It is a regular public school, not a charter, and it sits within the Stanfield SD 61 district. The student body is small, with enrollment split roughly evenly across the middle and high school grades. The school serves a community where a substantial share of students qualify for free or reduced-price lunch. Racially and ethnically, the student population is mixed, composed of a Hispanic or Latino share and a white share, with relatively small numbers of students from other backgrounds.
State assessment results from the most recent testing year show proficiency rates that are low by statewide standards and place the school in the bottom quartile among districts in Umatilla County across tested subjects and grades combined. In math, the share of students meeting proficiency declined notably from sixth through eighth grade. In English language arts, the share was higher than in math but still well below half, and it also dropped significantly from sixth to eighth grade. Science results for eighth graders were suppressed due to low numbers, with the available range indicating very few students scored proficient. A multi-year trend is not yet available because only a single year of data was reported, so a parent cannot see whether scores are moving up or down over time. A graduation rate was not reported in the data provided, leaving a gap in the high school picture; this may reflect the timing of data collection rather than a missing program, but a family should look for that figure elsewhere.
A major development is the district’s receipt of a School Improvement Grant from the Oregon Department of Education, a sum that funds a three-year initiative. The grant focuses on Stanfield Secondary School itself, introducing Professional Learning Communities, a Multi-Tiered System of Supports framework, and a change to all-day, every-day kindergarten across the district. These are concrete changes to instructional structure and student support. For a family considering the school, this grant suggests the district has identified a need for improvement and has a formal, externally funded plan in motion.
The town of Stanfield is small and primarily rural, situated at an Interstate 84 interchange. It has seen modest recent population growth and some new residential development on a hill above town. The major local landmark identified publicly is a large truck stop at the freeway exit, which is a significant employer and commercial anchor. The downtown core along South Main Street is compact, and most residents commute to nearby Hermiston, Pendleton, or other towns for work. Housing values in the area are lower than the state average, and the real estate market has seen notable appreciation in recent years.
Program offerings, such as Advanced Placement, career and technical education, or dual-credit courses, were not listed in the available data. Similarly detailed information on discipline rates, chronic absenteeism, staffing ratios, and special education or English learner populations was missing. A parent looking into this school will want to learn directly from the school or district about the scope of its high school course pathways and what support services are in place, especially given the low state test scores. The school’s small size means class sizes are likely modest, and a family may find a close-knit environment. But the core academic picture is one of a school in a cycle of active intervention, with results that are currently well below regional and state averages.
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