The top reported proficiency rate is 25% in Science. The lowest is 22% in Math.
Original Research by School Decision on Longfellow Elementary
Longfellow Elementary sits on Edith Boulevard in the northeast quadrant of Albuquerque, serving kindergarten through fifth grade as a regular public school in the Albuquerque Public Schools system. The school draws from a neighborhood in a city that blends dense historic cores with wide suburban arterials. Albuquerque itself is New Mexico's largest city, anchored by the University of New Mexico, Sandia National Laboratories, Kirtland Air Force Base, and a growing film and media sector. The Rio Grande bosque runs through the city center, and the Sandia Mountains rise to the east. Publicly reported sources describe a sprawling, car-oriented city where walkable street life concentrates in specific nodes such as Old Town, Downtown along Central Avenue, and the Nob Hill area near UNM. The school's zip code carries home values well below the state and national benchmarks, with rents that sit at a level many working families in the area can manage. The housing market here is relatively affordable compared with much of the metro, which shapes the community the school serves.
The school is small for its grade band, with roughly thirty students per grade level in most years. Every student qualifies for free or reduced-price lunch, which places Longfellow squarely among schools serving an economically disadvantaged community. The student body is predominantly Hispanic, with a meaningful American Indian and Alaska Native presence and very small numbers of students from other racial or ethnic backgrounds. Information on students receiving special education services or English learner supports was not available, so those dimensions of the school's student population cannot be described here.
On the most recent New Mexico state assessments, Longfellow's proficiency rates in math, English language arts, and science all came in low. Roughly a quarter of tested students reached proficiency in each subject. These results reflect a school where many students are working below grade-level expectations, which a parent may want to look into further with the school. The data available covers only a single year, so no trend direction can be established. Whether proficiency is improving, holding steady, or declining over time is not something the provided records can answer. Average scale scores and participation rates were also missing from the available data.
The school does not serve high school grades, so there is no graduation rate to report. The absence of that metric reflects the grade band, not a gap in the school's performance. Similarly, the school's kindergarten through fifth configuration means only grades three through five participate in state testing.
Beyond the academic results and demographic profile, the available data is thin. The school's Title I status was not reported, though the universal free or reduced-price lunch rate makes it likely the school receives Title I support. No information was available on course offerings, staffing ratios, attendance patterns, discipline data, or specialized programs. A parent considering Longfellow would benefit from asking the school directly about its instructional approach, support services for struggling readers, and any enrichment or intervention programs it runs alongside the standard curriculum.
The Albuquerque Public Schools district is among the larger districts in the country, operating schools across all quadrants of the city rather than centralizing them. The district brief returned no recent parent-relevant changes, so there is nothing to report on policy shifts, curriculum updates, or facility investments that might affect Longfellow families. What is clear from the locale context is that the city has been investing in affordable housing access and continuing to grow its film and technology sectors, which shapes the economic environment around the school even if those initiatives do not directly translate into school-level changes.
For a parent evaluating Longfellow, the picture is one of a small neighborhood elementary school serving a low-income community in an affordable part of Albuquerque, with state assessment results that indicate real academic challenges. The school's small size could mean closer adult attention for each child, and its location in a city with strong cultural and civic anchors offers broader community resources. The academic data, though, is the part a family would want to understand in detail before enrolling, and the gaps in available information mean much of that understanding would need to come from direct conversation with the school itself.
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