Dallas SD 2 — Decoded Rankings
5 of 7 schools ranked · Updated 2026-09-04
District profile
- Total enrollment
- 1,648
- Free/reduced lunch
- 62.4%
- Avg SES index
- 40.4
- State
- OR
Schools in Dallas SD 2
Elementary / Middle Schools (4 ranked)
| Rating | ||||||
|---|---|---|---|---|---|---|
| Whitworth Elementary SchoolNeighborhoodDallas SD 2 | #299 | #138 (OR)#20 (Salem metro) | ★★Outperforming Expectations | High | ||
| Oakdale Heights Elementary SchoolNeighborhoodDallas SD 2 | #435 | #482 (OR)#63 (Salem metro) | Typical Profile | Medium | ||
| LaCreole Middle SchoolNeighborhoodDallas SD 2 | #500 | #484 (OR)#64 (Salem metro) | Lower by Both Measures | Medium | ||
| Lyle Elementary SchoolNeighborhoodDallas SD 2 | #610 | #610 (OR)#84 (Salem metro) | Lower by Both Measures | Medium |
High Schools (1 ranked)
| Rating | ||||||
|---|---|---|---|---|---|---|
| Dallas High SchoolNeighborhoodDallas SD 2 | #59 | #56 (OR)HS#7 (Salem metro) | HS outcome | Medium |
Story type breakdown
- 1Outperforming Expectations
- 0Strong by Both Measures
- 0High Scores, Context Matters
- 0Typical Profile
- 3Lower by Both Measures
How this district compares
District-level averages relative to the Salem, OR metro median.
| Measure | District avg | Metro median | Read |
|---|---|---|---|
| Avg achievement percentile (metro) | 48.6 | 50 | 1.4 points below the metro median |
| Avg decoded percentile (metro) | 36.9 | 50 | 13.1 points below the metro median |
| Avg rank shift (places gained after context) | -10.5 | 0 | Schools lose 10.5 places on average after context. |
Data & sources
- Assessment data
- 2022–23 school year
- NCES CCD vintage
- 2022
- Census ACS 5-year vintage
- 2020-2024
- Last updated
- September 4, 2026
- Methodology version
- 0.14.0
Source files (3)
- NCES CCD 2022 directory (Urban Institute) (accessed 2026-09-04)
- ACS 5-year 2020-2024 (accessed 2026-09-04)
- Oregon OSAS 2022-23 school-level results (accessed 2026-09-04)
SchoolDecoder publishes context-adjusted residuals, not causal estimates. Decoded Rank is one signal — not a verdict on teaching quality. Read about limitations →