The top reported proficiency rate is 16% in Science. The lowest is 13% in Math.
Original Research by School Decision on Backman School
Backman School is an elementary school in Salt Lake City serving students in pre-kindergarten through sixth grade. It is part of the Salt Lake District, which covers a large urban area. The school sits on the west side of the city, and the neighborhood around it has a mix of older homes and newer development, typical of a city that has seen steady growth in recent years. Housing in the zip code is priced near the middle of the national range, and rental costs follow a similar pattern, making this part of the city relatively accessible compared to pricier areas closer to the downtown core. The major employers in the region include the University of Utah and the LDS Church, and the city’s TRAX light-rail system and walkable downtown streets give residents options beyond driving.
The student body at Backman is diverse and reflects the surrounding community. A substantial share of students come from families with lower incomes, and the school has a high proportion of Hispanic students. There is also a notable presence of Black, white, Asian, Native Hawaiian or Pacific Islander, American Indian or Alaska Native, and multiracial students. This mix gives the school a multicultural peer environment that is characteristic of west-side Salt Lake City.
State testing results show that proficiency rates in math, English language arts, and science are low compared to state averages. Across the tested subjects and grades, the overall proficiency index places Backman in the bottom quartile when measured against other districts in Salt Lake County. These are the most recent results available, and they provide a clear picture of where the school stands academically. A parent considering Backman may want to ask the school about the specific supports and interventions in place for students who are not yet meeting grade-level benchmarks.
Because Backman serves only elementary grades, there is no graduation rate data, which is expected for a school of this type. Similarly, data on chronic absenteeism and discipline is not available in the source material for this profile, so it is not possible to speak to those aspects of the school environment from this data.
Backman does not offer secondary-level programs such as AP, career and technical education, or dual-credit pathways, again because of its grade band. The school’s programming focus is on the early and middle elementary years.
The Salt Lake District, which operates Backman, is in the middle of a significant facilities transformation. In a bond approved by voters, the district is funding major construction projects over the next several years, including full replacements of two high schools, additions at two middle schools, and renovations at two more. This investment will reshape the physical footprint of several schools across the district. Additionally, the Board of Education approved new high school boundaries that affect feeder patterns on the east and west sides, a change that will determine which high school students attend based on their elementary and middle school assignments. For families with children at Backman, these boundary changes could affect where their child goes after sixth grade, and it is worth understanding how the new feeder patterns apply to this school’s attendance area.
For a family weighing Backman, the school’s core identity is that of a diverse, urban elementary school serving a largely low-income population. The academic proficiency numbers are low, and this is the central fact a parent would need to investigate further. The school does not have current data on English learner or special education enrollment in these records, but the demographic profile suggests a high-needs student body. The district’s new construction and boundary changes are longer-term factors that could change the experience for incoming students, particularly regarding the transition to middle and high school. A parent who values a close-to-home neighborhood school in a walkable part of the city, and who is prepared to engage with the school on academic support, would be looking at a realistic fit.
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