Abraham Lincoln Traditional School, Phoenix AZ

Original Research by School Decision on Abraham Lincoln Traditional School

Abraham Lincoln Traditional School is a regular public school in Phoenix serving pre-kindergarten through eighth grade, part of the Washington Elementary School District. It sits in a large, car-oriented city whose economy spans high-technology manufacturing, services, and tourism, and that has seen sustained population growth over recent decades. The school’s name and its designation as a Traditional school suggest a focus on a structured, back-to-basics approach, though the data available here does not elaborate on the specific instructional model.

The student body is diverse. State-reported enrollment data shows a mix where a substantial share of students are Hispanic, followed by a large group of White students, and smaller numbers of students who are Black, Asian, multiracial, American Indian or Alaska Native, and Native Hawaiian or Pacific Islander. Data on the share of students from low-income households and on special education or English learner status was missing in the records provided. A family considering this school would want to ask the school directly about these populations.

Academically, across the grades tested, the school’s overall proficiency, combining all tested subjects and grade levels, sits above the midpoint among elementary and middle schools within Maricopa County. The state assessment results from a recent year reveal a pattern. In English language arts, proficiency rates in the elementary grades ranged from moderate in third grade to higher in fourth and fifth grade, then settled around the midpoint in sixth, seventh, and eighth grades. Math proficiency followed a similar but sharper arc, solid in the early elementary grades, then declining notably in middle school, with seventh grade showing a substantially lower rate than the others. Science proficiency, tested in fifth and eighth grade, was moderate. This means the school delivers solid early-elementary results, but a parent should investigate how the school supports math learning as students move into the upper grades.

Because the school serves only through eighth grade, there is no four-year high school graduation rate to report. This is standard for a school that stops at middle school, and does not offer an indication of student outcomes beyond that level. Students from this school would feed into a high school elsewhere in the district or through an open enrollment choice.

The school’s location in northwest Phoenix places it in a residential area of the city. The broader housing market in the zip code has seen a modest decline in both home values and rents over roughly the past year, and the estimated typical home value here runs lower than the state benchmark. The monthly cost to own is estimated as higher than the median rent in the area, which may affect family finances differently depending on whether a family rents or owns. The national unemployment rate has remained relatively steady in recent months.

The Washington Elementary School District, based on the search conducted, did not show recent major changes such as bond measures, overrides, curriculum shifts, or budget adjustments that would be widely reported. A parent may still want to check whether the district has any current plans for facility upgrades or program changes that could affect the school.

Abraham Lincoln Traditional School offers a K-8 experience in a large urban district, with academic performance that is strongest in the primary grades. The dip in middle school math is the main point a prospective family would want to follow up on. The school’s location in a large and growing city provides access to a wide range of civic amenities and economic sectors, but the car-dependent layout means that daily drop-off and pickup logistics are typical for a school set in a grid street pattern. This is a school where the early grades appear to provide a solid foundation, but the transition through middle school math merits closer inquiry from parents who are looking ahead.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 366%

School 66% · District 31% · ▲ 35 pts above district

▲ 22 pts above state median · ▲ 20 pts above county median

Grade 472%

School 72% · District 32% · ▲ 40 pts above district

▲ 28 pts above state median · ▲ 25 pts above county median

Grade 562%

School 62% · District 27% · ▲ 35 pts above district

▲ 20 pts above state median · ▲ 16 pts above county median

Grade 645%

School 45% · District 26% · ▲ 19 pts above district

▲ 9 pts above state median · ▲ 5 pts above county median

Grade 722%

School 22% · District 21% · ▲ 1 pts above district

▼ 10 pts below state median · ▼ 11 pts below county median

Grade 842%

School 42% · District 21% · ▲ 21 pts above district

▲ 10 pts above state median · ▲ 8 pts above county median

English language arts

Grade 345%

School 45% · District 23% · ▲ 22 pts above district

▲ 5 pts above state median · ▲ 1 pts above county median

Grade 460%

School 60% · District 32% · ▲ 28 pts above district

▲ 13 pts above state median · ▲ 10 pts above county median

Grade 560%

School 60% · District 27% · ▲ 33 pts above district

▲ 19 pts above state median · ▲ 16 pts above county median

Grade 653%

School 53% · District 32% · ▲ 21 pts above district

▲ 10 pts above state median · ▲ 8 pts above county median

Grade 751%

School 51% · District 35% · ▲ 16 pts above district

▲ 8 pts above state median · ▲ 6 pts above county median

Grade 859%

School 59% · District 31% · ▲ 28 pts above district

▲ 19 pts above state median · ▲ 17 pts above county median

Science

Grade 549%

School 49% · District 25% · ▲ 24 pts above district

▲ 12 pts above state median · ▲ 10 pts above county median

Grade 845%

School 45% · District 22% · ▲ 23 pts above district

▲ 12 pts above state median · ▲ 10 pts above county median

This schoolWashington Elementary School District (4260), same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.