The top reported proficiency rate is 50% in Science. The lowest is 16% in English language arts.
Original Research by School Decision on Sevilla Elementary School-east Campus
Sevilla Elementary School-East Campus serves students from preschool through fourth grade in the Alhambra Elementary District in Phoenix. It is a regular public school, not a charter or magnet school, and it operates as one campus within a larger elementary district that feeds into separate middle and high school systems. The school sits in a zip code of Phoenix where the typical home value is somewhat below the statewide average, and the estimated monthly mortgage payment on a median-priced home, based on a conventional down payment, runs close to the typical rent in the area, meaning the buy-versus-rent calculation is fairly tight here. National economic indicators show a stable but not booming housing market; the unemployment rate has held steady in the low range, and real median household income has edged up modestly over the past several years.
The student body is about two-thirds Hispanic, with smaller shares of Black, Asian, and White students. The school enrolls roughly equivalent numbers at each grade from kindergarten through fourth grade, with no preschool enrollment recorded in the available count. Free and reduced-price lunch data, as well as counts of students with disabilities and English learners, were not reported in the data provided, so a parent would want to ask the school directly about the share of students qualifying for meal assistance and the availability of support services for special education and language development.
State assessment results from the most recent testing year show that a minority of students met the proficiency bar in English language arts and math at both tested grade levels. In third grade, the proficiency rate in math was somewhat higher than in English language arts, though both were low. In fourth grade, math proficiency dropped to a rate well below the third-grade figure, and English language arts remained low. There is only a single year of comparable state assessment data in the record, so there is no multi-year trend to judge whether the school is improving or declining. Science results from several years earlier show that about half of fourth graders were proficient, but that assessment may have used different standards and is not directly comparable to the current state test. When placed among all schools in Maricopa County districts that have proficiency data, this school’s overall proficiency index falls in the bottom quarter of the distribution, a clear signal that academic attainment is a soft spot here.
The school serves only elementary grades, so there is no graduation rate to consider. Chronic absenteeism data was also not available. Course access and staffing information were not reported in the data, which limits a family’s ability to gauge class sizes or what enrichment offerings exist. The district brief did not turn up any recent parent-relevant changes such as boundary shifts, new program launches, or facility upgrades.
Phoenix itself is a large, fast-growing urban center with a diversified economy anchored in technology, manufacturing, tourism, and services. The city has a flat topography and a car-oriented street grid, and it supports a range of civic and cultural assets. This school sits within that broader urban environment, but the available data does not detail the immediate neighborhood conditions around the campus or the specific housing stock within its attendance zone.
For a family considering this school, the most direct takeaway is that state test results are low compared to most other schools across Maricopa County, and there is no recent trend data to indicate whether that is shifting. The school serves a young elementary population, which means families will eventually need to plan for middle and high school transitions through the Alhambra Elementary District and beyond. The absence of data on student support services and course access means a parent should follow up with the school office directly to understand what academic interventions, enrichment activities, or English learner programs are in place.
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