The top reported proficiency rate is 21% in English language arts. The lowest is 11% in Math.
Original Research by School Decision on High Desert Middle School
High Desert Middle School serves students in grades six through eight in Globe, Arizona, as part of the Globe Unified District. It is a regular public school, not a charter or magnet, and its roughly four hundred students come from the town and surrounding area. The student body is diverse: White and Hispanic students each make up about a third of enrollment, American Indian or Alaska Native students account for roughly a quarter, and smaller groups of students who are Asian, Black, Native Hawaiian or other Pacific Islander, or of two or more races complete the mix. Nearly every demographic category is represented in noticeable measure, which means the peer environment reflects the broader community’s composition. Families considering the school should know that this is the only middle school in the district, so most local students in these grades attend here.
State assessment results for the most recent school year show that proficiency rates in math and English language arts were low. In math, the share of sixth and eighth graders meeting state standards was in the low double digits, and seventh-grade math results were suppressed for privacy reasons, though a sizable number of students took the test. In English language arts, proficiency rates were modestly higher but still well under a third of students at each grade level. Science results for eighth graders followed a similar pattern. Compared with other districts in Gila County, the school’s overall proficiency across tested subjects sits below the midpoint of the range. This places it among those where academic achievement is a challenge that families will want to investigate further. No multi-year trend data are available because only one year of test results was reported, so it is not possible to say whether performance is improving or declining.
The school itself does not serve high school grades, so there is no graduation rate to report, and data on chronic absenteeism, free or reduced-price lunch eligibility, and special education or English learner populations were not provided. That gap means some important context about student support needs is missing; a parent may want to ask the school directly about these figures.
Globe is a small historic mining town and the county seat. Its economy depends on copper mining, government services, tourism, and retirees. The downtown core along Broad Street is walkable, with antique shops, restaurants, and civic buildings including the county courthouse and public library. Residential neighborhoods spread into the surrounding hillsides, and a car is necessary for most travel, including the short drive to the neighboring town of Miami. The population has been declining slowly, and recent civic energy has focused on infrastructure recovery after historic flooding rather than new housing or commercial growth. Housing values in the area are below state and national averages, and the town’s moderate cost of living may appeal to families seeking a quieter, more affordable setting.
The district itself has no recent major changes, referenda, or curriculum shifts publicly reported, so the school’s programs and approach appear stable. No specifics about elective offerings, extracurriculars, or support programs were available in the data provided. For a family deciding whether this middle school fits, the academic numbers are a clear point of caution. The school serves a community with economic constraints and a modest local economy, and its test results suggest many students are not yet reaching grade-level benchmarks. Parents who value a diverse student body and a small-town, historic setting may find the environment comfortable, but they will want to ask about how the school is addressing academic gaps, what interventions are in place, and what pathways exist for students who need extra support or who are ready for advanced work.
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