The top reported proficiency rate is 36% in English language arts. The lowest is 25% in Science.
Original Research by School Decision on Thomas M Knoles Elementary School
Thomas M Knoles Elementary School is a regular public school in Flagstaff, serving students from prekindergarten through fifth grade. It sits on the east side of the city, in a neighborhood of single-family homes and apartment complexes that lies within the Flagstaff Unified School District. Flagstaff itself is a medium-sized city at the junction of interstates 17 and 40, with Northern Arizona University, a strong tourism sector, and federal research installations shaping the local economy. The historic downtown, centered on Heritage Square, is a short drive from the school's location, but the broader city is suburban and auto-oriented.
The student body is diverse. The largest group is white, followed by a substantial share of American Indian or Alaska Native students, and a significant Hispanic population. Asian American, Black, and multiracial students each make up a smaller but present part of the enrollment. Family income data, special education identification rates, and English learner counts were not available in the public record, so a parent would need to ask the school directly about the level of economic diversity and the range of support services. The school's grade band means it does not have a graduation rate, and state testing is only administered starting in third grade, which is typical for elementary schools.
On the most recent state assessments in math, English language arts, and science, the school's overall proficiency was below the midpoint among districts in Coconino County. In third grade, roughly a third of students met the proficiency bar in math, and a somewhat larger share in English language arts. By fifth grade, proficiency rates in both subjects were lower, and science results were similar to the math figure. Only one year of comparable assessment data was available, so there is no trend line to show whether performance is improving or declining. A parent evaluating this school would want to learn more about the instructional strategies and supports in place, particularly for the upper elementary grades where the scores dip.
The housing market in the area around the school is relatively expensive. Home values in Flagstaff are well above the average for Arizona and the nation as a whole. Rents are also high, and the typical monthly mortgage payment exceeds the typical rent, meaning that buying a home is financially out of reach for many households. The unemployment rate is moderate, and median household income at the national level is in the low eighties, but Flagstaff's cost of living is elevated by its desirability as a place to live, work, and visit. The city has been experiencing a long-term drought, which is an environmental constraint on growth, but the economy remains anchored by the university, tourism, and federal science facilities.
The Flagstaff Unified School District has sought voter approval for bonds and overrides in recent election cycles, which directly affects local school funding and property taxes. The district also operates magnet programs at other schools, such as a bilingual elementary school and an arts and science magnet, but Thomas M Knoles is not one of them. Older students in the district can access dual-enrollment courses and career and technical education, but those options are not available at this elementary school. For a family considering this school, the district's magnet offerings at other schools may be worth exploring if they are looking for a specialized program, though it would mean a different attendance zone or application process.
The school serves a community with a strong institutional presence and a stable, if not fast-growing, population. The peer environment is racially and ethnically mixed, with a notable American Indian population that reflects the region's history and proximity to tribal lands. The academic profile is one where proficiency rates are below the county average, and a parent should ask about the school's approach to supporting students who are not yet meeting benchmarks, particularly as they approach the transition to middle school. The lack of publicly available data on discipline, attendance, and staffing is a gap that a prospective family would need to fill by visiting the school and talking with the principal or teachers.
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