The top reported proficiency rate is 39% in English language arts. The lowest is 13% in Math.
Original Research by School Decision on Legacy Traditional School - North Phoenix (1000568)
Legacy Traditional School - North Phoenix is a single-school charter district serving kindergarten through eighth grade, but the enrollment data available shows a student body concentrated entirely in grades six through eight. The school is part of the Legacy Traditional Schools network, a group of charters in Arizona. It operates within Maricopa County, and because it is a K‑8 school, it does not have a graduation rate to report.
The academic picture, based on state assessments from the most recent testing year, shows a mixed and, on the whole, a concerning set of results. In math, the proportion of students meeting proficiency across grades six, seven, and eight is low, and the school's overall proficiency index places it in the bottom quartile among Maricopa County’s districts. In English language arts, proficiency rates are notably higher than in math, but they still fall below the county midpoint. In science, where only eighth graders are tested, the share reaching proficiency is modest. A parent looking at these outcomes will see a gap between the two core subjects and a pattern that is weaker than what many surrounding districts report.
Chronic absenteeism is flagged as an area that merits a closer look. The share of students who are chronically absent sits above the midpoint for the county, meaning it is higher than in many peer districts. This is the kind of metric that often correlates with academic challenges and can signal concerns around student engagement or family support systems. The data does not include information on discipline incidents, staffing ratios, or course access, so the full picture of the school environment is incomplete.
Demographically, the student body is predominantly Hispanic, with smaller groups of Black, White, Asian, and multiracial students. No information is available on the proportion of students qualifying for free or reduced‑price meals, nor on the share who receive special education services or who are English learners. A family trying to understand the level of need or the support infrastructure at the school will want to ask the school directly for those numbers.
Per‑pupil current spending is in the lower range among the county’s districts, which is not unusual for charter schools that often operate with leaner budgets. No recent changes to school operations, leadership, or programs were found in publicly available sources.
Because the school serves only through eighth grade, there is no high school program to evaluate. A parent considering this school would likely be looking for a middle‑school option that feeds into a high school elsewhere. The academic results suggest that the school may be particularly challenged in math, and the high chronic absenteeism is a notable soft spot that warrants a conversation with the school about attendance strategies and what supports are in place. Without data on income, special populations, or extracurricular offerings, some key dimensions of the student experience remain opaque.
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