The reported proficiency rate for Science is 58%.
Original Research by School Decision on Walter J Meyer School
Walter J Meyer School is a regular public school serving pre-kindergarten through eighth grade in Tombstone, Arizona, part of the Tombstone Unified District. As the school does not serve high school grades, there is no graduation rate to report. State testing data for the most recent year is largely suppressed for this school, which means the state did not release proficiency rates for most tested grades and subjects; state suppression protocols often apply when the number of tested students falls below a certain threshold, so a parent may want to ask the school directly for a clearer picture of how its students are performing in reading and math.
The one reported state assessment finding shows that, in the science test taken by fifth graders, over half of students scored at the proficient level or above. In the broader context of the county, the school’s overall proficiency across tested subjects and grades places it above most other schools, landing in the top quarter among district schools in Cochise County. That is a single-year point of comparison, and given the amount of suppressed data in math and English language arts, it is difficult to know how representative that relative strength is across the whole curriculum.
The school enrolls just over a hundred and seventy students, making it a small school for its pre-K-through-eight grade band. Its student body is predominantly white, with a substantial Hispanic population and smaller shares of students identifying as two or more races, American Indian or Alaska Native, Native Hawaiian or Pacific Islander, and Black. Information on how many students qualify for free or reduced-price lunch, how many receive special education services, and how many are English learners was not available. Without those numbers, a family cannot easily assess the level of economic diversity or the scale of specialized support programming at the school.
Tombstone itself is a small town whose economy is built around heritage tourism, with the historic Allen Street district functioning as the town's commercial and pedestrian core. Outside that compact core, the town is quiet and car-dependent. The permanent population has been relatively stable over the past century, with no major new housing developments reported in available sources. Housing values locally are roughly in line with national norms, and the community is described as mild-climate and retirement-friendly. The district brief found no lasting parent-relevant changes to report in recent years.
For a family considering this school, the primary known academic signal is that science proficiency in fifth grade was solid and that, in a countywide comparison, the school's combined test performance across subjects lands at a high point. The gaps in the data make it harder to assess day-to-day academic patterns in reading and math across all grades. The small enrollment means grade-level classes are likely to be small, which some families prefer, but it also means that state suppression of results may be a recurring issue, limiting the public evidence available to gauge academic progress.
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