The reported proficiency rate for Science is 7%.
Original Research by School Decision on Grandview Heights Middle School
Grandview Heights Middle School serves grades six through eight in Memphis, part of the Memphis-Shelby County Schools district. It is a regular public school, not a charter or magnet. The enrollment is moderate for a middle school. The student body is overwhelmingly Black, with a small Hispanic presence and a similar share of students who identify as two or more races. Very few White students attend, and Asian, Native American, and Pacific Islander students are effectively absent. The school’s location is in the 38127 zip code, a neighborhood where typical home values and rents have both declined over the past year. Housing is relatively affordable compared to the broader Memphis market and the national median, though the local economic picture includes a typical unemployment rate that tracks the national figure.
On state testing, the picture is incomplete. For math and English language arts, the Tennessee Department of Education suppressed the proficiency rates. The school tested well over 400 students in each subject and participation rates were high, so the suppression is not due to a low count. The state may have withheld the rates for other reasons, and a parent reading this should ask the school directly for more detail. Social studies results were also suppressed. Only science proficiency was reported, and that rate is very low. Across all tested subjects that were reported—which in this case is only science—the school’s overall proficiency places it in the bottom quarter of schools relative to the other districts in Shelby County. The graduation rate is not applicable because the school ends at eighth grade. Chronic absenteeism data was not available.
The school is part of Memphis-Shelby County Schools, a large district that has been through recent public discussions about school closures under a plan known as Reimagining 901 and a property tax referendum. Publicly reported details on those changes were not found, so they are not described here.
For a family considering this school, the academic landscape is a central concern. The suppressed math and ELA results leave an important gap in what can be known from state data, and the science achievement that is visible is well below where most families would hope to see their child. The student composition is heavily homogeneous by race, which may or may not matter to a given family. The neighborhood is affordable by national standards, though home values and rents have been slipping, which could signal soft demand or broader economic pressure in the area. The school is a conventional middle school within a large urban district that has been undergoing reorganization; a parent may want to learn directly from the school or district about recent changes and how they affect this campus.
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