The top reported proficiency rate is 79% in English language arts. The lowest is 58% in Science.
Original Research by School Decision on Rogers Elementary School
Rogers Elementary School is a former regular public school in Tucson, Arizona. It was part of the Tucson Unified District, the region’s largest school system. By the time this profile was compiled, the school had a lifecycle status of inactive, meaning it is no longer operating. The grade band listed was “M through M,” a placeholder that does not indicate an actual range, and no enrollment, demographics, or special-population data were available. Any parent or resident looking at this school will need to understand that it is closed; no current student body or academic programs exist here.
The only academic information on record comes from a single school year, more than a decade before the school became inactive. In that year, students in grades three through five took the AIMS state assessment. Across grade levels, proficiency rates in math ranged from a lower to a higher share of students meeting the bar, with grade five showing the strongest result. In English language arts, the pattern was similar, with the highest grade again posting the best performance. Science was tested only in grade four, and a majority of students demonstrated proficiency. Because this data is old and the school is closed, these scores offer historical context but no insight into a current educational environment.
With the school inactive, there is no graduation rate, no chronic absenteeism measure, and no profile of course access, staffing, or discipline. The federal civil rights dataset was also absent. What is known from the district context is that Rogers was a regular public school, not a charter or magnet, though the Tucson Unified District operates a large system that includes magnet programs and choice options shaped by a long-running federal desegregation order. The district itself has seen enrollment decline substantially over the years, a trend that has prompted discussions about school utilization and potential closures — a factor that likely contributed to Rogers’s inactive status.
The school was located in Tucson, a major desert city that blends a historic downtown core, the University of Arizona campus, and sprawling residential neighborhoods. Tucson’s economy is anchored by the university, Davis-Monthan Air Force Base, and optics and tech industries, with a strong tourism sector. The city’s built environment ranges from walkable areas downtown and near the university to auto-dependent suburban zones. Housing in the area covered by Rogers’s former zip code carried a market value near the national average, with rents moderate relative to incomes, though recent trends showed home values slipping slightly while rents edged upward. The 30-year mortgage rate at the time of this profile was at a level that made monthly mortgage payments notably higher than rents, reinforcing a challenging affordability picture for would-be buyers.
For a parent or resident, the central fact is that Rogers Elementary School is no longer open. The geographic area it once served remains part of Tucson Unified District, which still operates dozens of schools, but any inquiry into this specific building should start with the district’s current school directory and boundary maps. The historical test data, while it shows a school that once produced solid proficiency rates in its tested grades, does not reflect an active choice for families today.
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