The top reported proficiency rate is 47% in English language arts. The lowest is 31% in Math.
Original Research by School Decision on Ida Flood Dodge Traditional Middle Magnet School
Ida Flood Dodge Traditional Middle Magnet School is a regular public middle school in the Tucson Unified School District, serving grades six through eight. The school enrolls a student body that is majority Hispanic, with a substantial White population and smaller shares of Black, two-or-more-races, Asian, American Indian, and Native Hawaiian or Pacific Islander students. Data on the share of students eligible for free or reduced-price lunch, on those with an Individualized Education Program, and on English learners was not available in the data provided, so a parent may wish to ask the school directly about its support structures for these populations.
State testing results for the 2024-25 school year paint a mixed picture. In English language arts, the school saw roughly half of students scoring proficient across all three grade levels, with the highest rate in eighth grade and the lowest in seventh. In math, the share of proficient students was lower across every grade, with a notable dip in seventh grade and a stronger showing in eighth. Science results, available for eighth graders only, showed that over a third met proficiency. The school’s overall proficiency across tested subjects and grades sits above the midpoint among districts in Pima County, which includes a wide range of school types. These state test results provide one measure, but the school’s identity as a magnet school with a “traditional” label may signal a particular instructional approach or behavioral expectation that matters more to some families than a single year’s test scores.
The Tucson Unified School District is a large, urban district that has been experiencing notable enrollment decline over time, a trend that carries practical implications for families. Discussions about underutilized schools and potential closures have been part of district conversations, which means a school’s long-term stability is something a parent may want to track. The district operates under a federal desegregation order known as the Unitary Status Plan, which shapes how magnet programs, student assignment, and transportation work across the district. In November 2024, voters approved the renewal of the district’s Maintenance & Operations Override, a local property tax that funds teacher salaries and programs including art, music, physical education, and class-size reduction. This override is a significant part of the district’s budget and has been in place for years, providing a layer of financial support that is not guaranteed everywhere.
Tucson itself is a large desert city in the Sonoran Desert, anchored by the University of Arizona and Davis-Monthan Air Force Base. Its economy includes the university, military, tech and optics industries, and tourism. The city has a historic downtown and a streetcar line connecting it to the university campus, but outside that core the city is sprawling and car-dependent. Housing values in the school’s immediate area have seen a small decline year-over-year, while rents have been essentially flat. The national mortgage rate context means that buying versus renting involves a meaningful monthly cost difference. The city’s overall unemployment rate and median household income track close to national averages, giving a sense of the economic baseline families are operating within.
Ida Flood Dodge Traditional Middle Magnet School is a public magnet school with a traditional emphasis, sitting in a large district facing enrollment pressure and under a long-standing desegregation order. The school’s academic proficiency is mid-range relative to other Pima County districts, with a clear gap between English language arts and math performance. A parent considering this school may want to understand what the “traditional” and “magnet” designations mean in practice at this campus, how the district’s desegregation plan affects admission or transportation, and what specific supports exist for students who are not yet meeting proficiency expectations.
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