The top reported proficiency rate is 39% in English language arts. The lowest is 15% in Math.
Original Research by School Decision on Milagro Middle
Milagro Middle sits on Zia Road in Santa Fe, serving seventh and eighth graders as a regular public school in the Santa Fe Public Schools district. It is a two-grade middle school with an enrollment size typical for its grade band in this district. The student body is predominantly Hispanic, with smaller representation from white, Asian, American Indian or Alaska Native, and Black students. Nearly every student qualifies for free or reduced-price lunch, which places the school firmly in a high-poverty context and aligns with its likely Title I designation, though the Title I status field was not reported in the data we received.
Santa Fe itself is the state capital, and the city's identity is shaped by government employment, a substantial arts and cultural sector, and a built environment defined by adobe Pueblo Revival and Territorial Revival architecture. The civic and cultural center clusters around the Santa Fe Plaza and Historic District, where the Palace of the Governors, museums, galleries, and the Lensic Theater draw residents and visitors. Schools are distributed across the broader city rather than concentrated downtown, so Milagro Middle families live and commute within that wider urban fabric. The housing market in the school's zip code carries typical home values well above both the state and national benchmarks, and the price-to-income ratio indicates that buying here demands a larger share of household income than in most of the country. Rents sit in a more moderate range, and recent values have dipped slightly year over year, though the market remains relatively expensive for the region.
On state assessments from the most recent school year, Milagro Middle's results show a clear gap between reading and the other subjects. English language arts proficiency landed at a moderate level, with roughly two-fifths of tested students meeting or exceeding proficiency. Math and science told a different story, with only a small fraction of students reaching proficiency in each. These are the only results available, as the data covers a single year and no trend could be computed. Average scale scores were not reported, and participation rates were missing from the source. A parent weighing these results may want to ask the school directly about its math and science instruction, intervention supports, and how it plans to build on the relatively stronger reading performance.
Several data fields that would round out the picture were absent. Special population rates for English learners and students with IEPs were not reported, which limits understanding of how the school serves students with additional language or learning needs. Course access, staffing levels, attendance patterns, and discipline data were all missing. Program offerings were not provided, though for a two-year middle school the absence of AP or dual-credit data is expected rather than a gap, since those programs typically operate at the high school level. No graduation rate applies here, and no neighbor comparison was available to position Milagro against nearby middle schools.
The district brief for Santa Fe Public Schools returned little on recent bonds, curriculum changes, or capital projects, so there is nothing to report on that front. The school does not operate as a charter or magnet, and its governance flows through the regular district structure.
What the available picture suggests is a small, two-year middle school serving a nearly universally low-income, predominantly Hispanic student body in a city where housing costs run high relative to income. Reading results are the relative bright spot, while math and science proficiency remain low. Families considering this school would benefit from asking detailed questions about academic support structures, particularly in math and science, and about how the school serves English learners and students with disabilities, since those data were not available to characterize here.
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