The top reported proficiency rate is 26% in English language arts. The lowest is 13% in Math.
Original Research by School Decision on Morris K. Udall Escuela De Bellas Artes
Morris K. Udall Escuela de Bellas Artes is a regular public middle school in Phoenix, serving grades six through eight as part of the Isaac Elementary District. Its name signals an arts focus, though the available data does not describe specific program offerings or curriculum details related to that emphasis, so a parent would want to learn more directly from the school about what arts instruction looks like day to day.
The school sits in a densely populated urban area of Phoenix where the housing market has softened recently. Home values and rents have both declined year over year, and the national mortgage rate has been hovering in the mid-six-percent range. Phoenix itself is a fast-growing, sprawling city and a major economic hub for the Mountain West, with a large footprint and a car-oriented grid layout. The city’s economy is concentrated in technology, services, manufacturing, and tourism. For a family considering this area, the broader Phoenix context means access to a wide job market, but the specific neighborhood around the school may have different affordability dynamics than the city as a whole.
Academically, state assessment results place this school among the lower-performing in Maricopa County when compared across districts. In math, a small share of students met state standards across all three tested grades. The figures for English language arts were somewhat higher—particularly in eighth grade, where roughly a third of students were proficient—but still well below the county median. Science results for eighth graders followed a similar pattern, with a low proficiency rate. The school’s combined proficiency index, which averages tested subjects and grades, sits in the bottom quartile among the county’s districts. These are sober numbers, and a parent considering the school would want to understand how the school supports students who are below grade level and what interventions or instructional strategies are in place.
The student body is overwhelmingly Hispanic, representing nearly all of the enrollment. Other racial and ethnic groups make up very small shares. Data on students with disabilities and English learners was not reported in the source data, so it is not possible to say how many students receive special education services or are classified as English language learners. A substantial share of students likely come from low-income households, given the school’s location and the wider district context, but the free-or-reduced-price lunch rate was also missing from the data. The school does not operate as a charter, and its Title I status was not provided.
Because Morris K. Udall serves only middle grades, there is no graduation rate to report, nor data on chronic absenteeism or discipline. The school environment and staffing details are likewise absent from the available information. The Isaac Elementary District, which includes this school, showed little in the way of recently reported changes or initiatives in a web search, so parents may need to engage directly with the district office to learn about current priorities or upcoming adjustments.
Overall, the picture here is of a mid-sized middle school in a large urban district that faces significant academic challenges. Its arts-themed identity may appeal to families interested in creative expression, but no evidence about the depth or quality of those offerings exists in the data reviewed. The academic proficiency numbers are consistently low, and a parent would be wise to investigate support programs, teacher qualifications, and the school’s approach to instruction before making a decision.
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