The reported proficiency rate for English language arts is 27%.
Original Research by School Decision on Cesar E Chavez Community School
Cesar E Chavez Community School is a regular public school in the Roosevelt Elementary District, serving students from pre-kindergarten through eighth grade. Located on the south side of Phoenix, it operates within a large, sprawling urban center that is among the fastest-growing cities in the nation, shaped by a car-oriented grid and an economy anchored in services, technology, manufacturing, and tourism. The school itself sits in a neighborhood where home values have experienced a modest pullback, and rental costs run roughly in line with what a typical household in the area might afford.
The school community is predominantly Hispanic, with a small share of Black, white, and multiracial students. No data was available on the share of students who qualify for free or reduced-price meals, nor on the number of students receiving special education services or classified as English learners. A parent may want to check directly with the school for that information, as it can help gauge the level of support services in place.
State testing results for the 2024-25 school year are partially suppressed, which Arizona does when the number of tested students in a grade is small enough to risk identifying individual results. For the grades where data was reported, the picture is mixed. Fourth-grade English language arts proficiency came in at a level that would give a parent pause, and sixth-grade ELA was in a similar range. Math proficiency across all tested grades was lower still, and science results were suppressed. The school’s overall proficiency index across tested subjects and grade levels places it below the midpoint when compared with other districts in Maricopa County. This is a soft spot in the academic profile. A parent considering the school may want to ask how the school addresses gaps in math and reading, what interventions are available, and what recent trends look like beyond a single year.
Because the school serves only through eighth grade, there is no graduation rate to report. That is not a missing metric; it simply does not apply to the grade band. Chronic absenteeism data also was not available.
The directory indicates that this is a regular public school, not a charter, and its operational status is open. No magnet or Title I designation was provided. The district brief turned up no parent-relevant changes such as boundary shifts or program consolidations in recent years.
For a family deciding whether this school fits, the evidence suggests a school that serves a predominantly Hispanic student body in a large urban district, where state test results point to areas of concern, particularly in math. The school may offer a familiar neighborhood setting for families in the immediate area, and its PK-8 configuration means students can stay in the same building from early childhood through middle school. Parents who place a high priority on above-average test scores will want to investigate further; those who value a small, close-knit school community and are willing to work with the school on academic support may find it a reasonable option. The absence of program offerings in the data leaves open questions about enrichment, electives, and specialized tracks that a family would need to explore directly with the school.
See more original research from School Decision →