The top reported proficiency rate is 17% in Math. The lowest is 15% in English language arts.
Original Research by School Decision on Desert View Elementary Intermediate
Desert View Elementary Intermediate is a regular public school in Page, Arizona, serving preschool through grade five. It belongs to the Page Unified School District. The school’s grade configuration is unusual: it enrolls students in preschool and then only in grades three through five. The school has no kindergarten, first, or second grade classrooms. That means families with children in those lower elementary grades will look to another school in the district for those years.
On the most recent state assessments, proficiency rates across tested subjects were low. In math, the share of students meeting the state’s proficiency standard was below a quarter in every tested grade. In English language arts, the share was below one in five. In science, the share was similar. When compared to other districts in Coconino County, the school’s overall proficiency index sits in the bottom quartile. Only a single year of assessment data is available for this school, so there is no trend to describe. For a parent considering this school, these results are a central fact. The school’s academic performance is well below the county median, and families should expect to engage closely with teachers and support resources to help their children reach grade-level benchmarks.
The student body is heavily Native American, with that group accounting for the large majority of enrollment. Smaller shares of White and Hispanic students make up the rest. Data on the number of students who qualify for free or reduced-price meals was not reported, nor were counts of students receiving special education services or English learner supports. Those gaps mean a parent would need to inquire directly with the school about the resources available for students with additional learning needs. The total enrollment is modest for a school that covers three upper-elementary grades and a preschool.
Page is a planned community built to house workers constructing Glen Canyon Dam, and tourism now drives the local economy. The main commercial strip runs along Lake Powell Boulevard, lined with hotels and restaurants serving millions of annual visitors. Behind that strip, Page is a small residential town with a significant Navajo population. The economy is heavily dependent on tourism and retail, though federal agencies and the school district also provide steady employment. The closure of the Navajo Generating Station, formerly a major industrial employer, removed a significant economic pillar, and the city’s population has seen a slight decline in recent years. The median home value in Page is somewhat below the Arizona statewide figure but close to the national median. The city identifies attainable housing as a challenge and is pursuing a downtown revitalization effort with a notable budget commitment. For a family moving to Page, the housing market is moderately priced relative to the state, but the town’s remote location on the Arizona-Utah border means commuting options are limited.
The school’s district, Page Unified School District #8, did not have any recent parent-relevant changes publicly reported. The school itself offers no data on disciplinary incidents, course access, or staffing ratios. That absence leaves a parent to gather those details by contacting the school directly.
Desert View Elementary Intermediate sits in a community shaped by tourism and a large Native American population, with a school that serves a narrow grade band and posts state test results that are low relative to the county. For a family seeking an elementary placement in Page, this school is the one that covers grades three through five, and the academic numbers warrant close attention and proactive engagement from home. The school’s heavy concentration of Native American students may be a natural fit for families who want their children to learn alongside peers from the region’s predominant cultural community. A parent will want to visit, talk with teachers about how the school addresses the proficiency gaps shown in the state data, and understand what supports for English learners and special education are available, since that information was not provided in the available records.
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