The top reported proficiency rate is 31% in English language arts. The lowest is 18% in Math.
Original Research by School Decision on Taylor Middle
Taylor Middle sits in Los Ranchos de Albuquerque, a village that publicly presents itself as one of the most desirable residential pockets in the Albuquerque metro area. The community is deliberately rural in feel, with large lots, dense vegetation, and agricultural remnants along corridors like Guadalupe Trail and Rio Grande Boulevard. It was incorporated to avoid being absorbed by Albuquerque, and lot-size restrictions have kept it less built up than surrounding parts of the North Valley. The village is small, car-dependent, and primarily residential, with a modest commercial strip along its main roads and civic life centering on Village Hall. Publicly reported growth data shows the population has declined slightly since 2020, as the village continues to weigh preservation against development pressure. Most employment for residents likely sits in the surrounding city of Albuquerque.
The school itself is a regular public middle school serving grades six through eight, part of the Albuquerque Public Schools system. Its enrollment is moderate for a middle school. The student body is predominantly Hispanic, with a smaller white population and small representation from American Indian, Black, Asian, multiracial, and Native Hawaiian or Pacific Islander students. Nearly all students qualify for free or reduced-price lunch, which points to a community facing broad economic need despite the affluent character of the village itself. This is worth noting: the school draws from a wider attendance zone than the immediate high-end neighborhoods, and the student population reflects that broader catchment.
On state assessments from the most recent year, English language arts is the relative bright spot, with roughly a third of tested students reaching proficiency. Science lands in the middle range, with about a quarter proficient. Math is the soft spot, with under one in five students meeting the proficiency bar. A parent considering this school may want to look into how the school supports math instruction and what interventions or tutoring options are available. Because only a single year of data is available, there is no trend line to show whether these results are improving, holding steady, or declining. The data also does not include participation rates or average scale scores, so the proficiency picture is partial.
Several categories that would help a parent form a fuller view are missing. The school's Title I status was not reported, though the free-or-reduced-price-lunch rate suggests it likely qualifies. IEP and English learner rates are absent from the data provided. There is no information on staffing ratios, teacher experience, course access, attendance patterns, or disciplinary data. No program offerings were listed, so whether the school offers advanced coursework, arts enrichment, athletics, or career-exploration electives is not visible from the available material. Civil rights data was not provided. A neighbor comparison was not available, so positioning this school against nearby middle schools in the Albuquerque area is not possible from the data on this page.
The housing market in the school's zip code sits above the state benchmark and modestly above the national benchmark, reflecting the premium character of the North Valley area. Rents are moderate relative to the estimated mortgage payment for a typical home, meaning renting is somewhat more affordable than buying at current interest rates. The price-to-income ratio is elevated, and the rent-to-income share is manageable by national standards. For a family weighing a move into this zone, the housing costs reflect the desirability of the village, and the school assignment that comes with living here is Taylor Middle.
What this school appears to be is a conventional public middle school serving a diverse, predominantly low-income student population in an affluent residential setting. Its ELA results suggest some foundation in literacy, while math results indicate a real area of need. Without trend data, staffing information, or program details, the picture is incomplete, and a parent would benefit from visiting the school, asking about math support structures, and learning what electives and extracurriculars are available before drawing firm conclusions.
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