The top reported proficiency rate is 42% in Math. The lowest is 34% in English language arts.
Original Research by School Decision on T G Barr School
T G Barr School is a regular public school in Phoenix, serving students from prekindergarten through eighth grade. It is part of the Roosevelt Elementary District, a system of elementary and middle schools in the city’s southern neighborhoods. The school draws a student body that is predominantly Hispanic, with smaller shares of Black, American Indian, and White students, and very small numbers of Asian and multiracial students. Information on the share of students who qualify for free or reduced-price meals, who receive special education services, or who are English learners was not available in the data provided, so a clearer picture of economic and instructional need is not possible from public sources alone.
Academically, the school’s state test results present a mixed portrait that parents will want to examine closely. On the most recent Arizona assessments, math proficiency rates varied noticeably by grade level. In third grade, a majority of students met the state’s proficiency benchmark, but in sixth grade the share was considerably lower. Eighth grade math performance sat between those two points. For English language arts, only third-grade results were fully reported, with roughly a third of students proficient; results for fourth through eighth grades were suppressed, a common practice when the number of test-takers in a group is small, meaning the school cannot release a reliable figure. Science assessments for fifth and eighth graders also were suppressed. The school’s overall proficiency index, which averages performance across all tested subjects and grades, falls below the midpoint when compared to other districts in Maricopa County. That comparative position gives a general sense, but the wide grade-to-grade variation in math and the absence of most ELA and science results mean that a family considering T G Barr should ask the school directly for a fuller picture of academic performance across grades. The data included only a single year of test results, so there is no trend to gauge improvement or decline.
T G Barr is located in the city of Phoenix, a large and sprawling urban center with a grid street plan and a car-oriented layout. The city has a diversified economy built around services, technology, manufacturing, and tourism, and it has experienced sustained population growth over recent decades. Housing in the school’s immediate zip code area is priced around the national average for urban markets, with home values having seen a modest recent decline. Rents in the area have also edged down slightly. The broader metro area, with its major airport and concentration of employment, offers a wide range of opportunities but also the typical challenges of a very large city—traffic, variable neighborhood conditions, and a patchwork of school quality.
No information was available about specific programs such as gifted education, arts, or career pathways, nor about discipline rates, chronic absenteeism, or staffing ratios. The Roosevelt Elementary District did not have recent, publicly reported changes or initiatives that were captured in the data. For a parent or guardian, the next step would be to visit the school, talk to teachers and administrators about how instruction is differentiated across grades, and ask about the supports in place for students who are not yet meeting proficiency benchmarks, particularly in the upper elementary and middle school grades where scores dipped. T G Barr is a neighborhood school serving a largely Hispanic student community in a growing part of Phoenix, but the gaps in publicly available data make it difficult to assess the full scope of its academic environment.
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