The top reported proficiency rate is 28% in Math. The lowest is 19% in Science.
Original Research by School Decision on Frank Elementary School
Frank Elementary School serves students in prekindergarten through fifth grade in the town of Guadalupe, a compact, landlocked community at the base of South Mountain in Maricopa County. Guadalupe is primarily a residential town where most residents commute to other parts of the Phoenix metro area for work. Its central plaza, built in the style of traditional Mexican communities, is home to Our Lady of Guadalupe Catholic Church and the Santa Lucia Pascua Yaqui Temple, and the town’s motto, “where three cultures flourish,” reflects its Yaqui, Mexican, and farming heritage. The school is part of the Tempe School District, and most of Guadalupe falls within that district’s boundaries, though some southern portions of town are in the Kyrene Elementary District.
Frank Elementary enrolls a student body that is predominantly Hispanic, with a substantial share of students who are American Indian or Alaska Native, reflecting the town’s strong cultural identity as a largely Pascua Yaqui and Mexican community. Smaller numbers of White, Black, Asian, and multiracial students make up the rest of the enrollment. Data on the share of students who qualify for free or reduced-price lunch, receive special education services, or are classified as English learners were not provided, so a parent would want to ask the school directly about the supports in place for those groups.
Academically, the school’s state assessment results for the 2024‑25 school year show proficiency rates that are well below the midpoint when compared to other districts in Maricopa County. In mathematics, the share of students scoring proficient ranged from about a fifth of third graders to roughly a third of fourth and fifth graders. In English language arts, proficiency was lower among third graders, higher among fourth graders, and around a third in fifth grade. On the fifth‑grade science assessment, about one in five students reached the proficient level. Because only a single year of testing data is available, it is not possible to identify a trend. A parent looking at these numbers may want to ask the school about its instructional approach, intervention strategies, and how the school supports students who are not yet meeting grade‑level expectations.
The school itself is a regular public elementary school, not a charter or magnet. Information about specific programs—such as gifted education, specials, or after‑school activities—was not reported in the data available. Similarly, data on discipline, chronic absenteeism, and staffing were absent. These gaps mean that a family will need to contact the school directly to learn about its learning environment, class sizes, and student support systems.
Guadalupe is a small town with a stable, slightly declining population and very limited room for growth, hemmed in by Tempe, Phoenix, Interstate 10, and the Salt River Project canal. Housing values in the area are moderate relative to national benchmarks, and rents are similarly positioned. The town has a handful of local employers—the town government, a community college campus, a county health center, and commercial businesses along Baseline Road—but most residents commute elsewhere. This makes Frank Elementary a neighborhood school for a community with a distinctive cultural fabric and limited economic resources.
For a family considering this school, the picture that emerges is of a small, culturally rich elementary school serving a predominantly Yaqui and Mexican community in a town that prizes its heritage. Academic results on state tests are low compared to the county as a whole, and there is limited publicly available information about programs, supports, and school climate. A parent may want to tour the school, speak with teachers and the principal, and learn how the school is working to raise achievement while honoring the community it serves.
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