Eugene School District 4J

What and Where

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Eugene School District 4J is a K–12 public school district in and around Eugene, Oregon.

The district spans 155 square miles in Oregon’s southern Willamette Valley. Most of the city of Eugene (about 85 percent) lies inside 4J’s boundaries, as do the town of Coburg and a small part of Linn County to the north.

4J’s administration building, the Education Center, is located at 200 North Monroe Street, Eugene, OR 97402. Most central departments are located there.

Students and Schools

Nearly 16,000 students in grades K–12 attend 4J schools in 19 elementary school programs, eight middle schools, four comprehensive high schools, and alternative high school programs.

Program options include strong and varied neighborhood schools, five K–12 language immersion programs (French, Japanese, two Spanish programs, and a Mandarin Chinese program (K–7 in 2023-24, adding one grade each year), other alternative schools, and an International Baccalaureate (IB) high school program on multiple campuses.

There are also five publicly funded charter schools located in the Eugene School District. For more information, contact the charter schools directly.

Learn more about 4J schools

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District Goals

Great education for each student

Our district is charged by the state of Oregon and the members of our community to provide each student with a great education that prepares them for life.

Current Board measures of success:

On-time four-year graduation rate
Five-year completion rate (diploma or GED)
Third grade reading state scores
Middle school measurements
9^th grade on-track
Attendance rates
Participation rates
Class offerings/clubs
Other measures as suggested by the district

Other potential benchmarks to explore for success:

Teacher assessments of students
Staff satisfaction
Student inclusion and satisfaction

Equity: Making it so that a student’s demographic characteristics and where a student begins life doesn’t negatively determine or limit that student’s success in school/life.

Public education plays an important role in setting each student up for success in their life. Accordingly, our district must allocate efforts and resources in ways that support equitable student access and opportunity. Our district will take a proactive approach, rather than waiting for complaints or failure, including with literacy, SPED (special education), and racial harassment issues.

Performance Metrics:
- State test scores for historically marginalized groups
- Explore a framework for assessment that is more comprehensive (totality of subjects and skills)
- Staff retention and experience feedback for staff from historically marginalized groups
- Attendance for historically marginalized groups
- Safety and bullying complaint rates and topics
Priority Efforts:
- Inclusion model, including improving and implementing timely, proactive identification and relationship-based support of disabled students. Ensure that the inclusion model prioritizes input from those with lived experience.
- Literacy efforts – implementation and improvement
- Bullying and harassment prevention and response
- Professional development and training for staff to support these efforts
Ongoing efforts:
- Classroom materials that are inclusive and representative
- DEI efforts and leadership
- Affinity groups
- District Equity Committee
- Equity Lens and Equity Budgeting
- Restorative and transformational justice efforts
- Safe and effective reporting structure and efforts for students, staff, families
We will cultivate the safety, belonging and wellness of our students and staff in our schools.

Performance Metrics:
- Retention rates for educators/staff
- Survey data from staff
- Student SEED survey data
- Exit interview data
Priority Efforts:
- Exit data for staff with information compiled and reviewed on a regular basis
- Safe and effective report structure for staff, students and families for complaints or issues
- Safety planning with feedback from the community, including extreme incident planning
Ongoing Efforts:
- School Based Health Centers
- Mental and Behavioral Heath support and efforts
- A focus on being fully staffed
- Access by all employees to options for quality professional development
The quality of communication and engagement with our district is integral to the success of our shared work, and in order to maximize success, we will improve our communication and engagement.

Performance Metrics to explore:
- District Newsletter open rates
- District Survey response rates
- School newsletter open rates
- Website visitors and engagement
- District Social Media engagement
Priority Efforts:
- District Website – make it accessible with timely, meaningful content
- Create community engagement events that are well attended in each region, including among historically disadvantaged groups
- Consider alternative forms of communication (not just newsletters or written content)
Ongoing Efforts:
- Useful newsletters
- Ombudsperson
- Podcast

Why do people say “4J?”

Many people say “Eugene School District,” or “Eugene School District 4J,” but “4J” is easy to both say and write. Also, it helps to differentiate from the Bethel School District, which is also located in Eugene.

Where did the name come from? The Eugene School District originated in 1854, five years before Oregon attained statehood. The district grew over time and in 1964 incorporated Coburg School. Since the Coburg attendance boundary goes into Linn County nearly to Harrisburg, this became a “joint” school district: Thus, “4J.” The “4” means that 4J was the fourth school district incorporated in Lane County. The “J” means that it is a joint district, including parts of two Oregon counties.