Serving 544 students in grades 5-8, L. Thomas Heck Middle School ranks in the bottom 50% of all schools in Arizona for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 25% (which is lower than the Arizona state average of 35%). The percentage of students achieving proficiency in reading/language arts is 38% (which is lower than the Arizona state average of 40%).
The student:teacher ratio of 16:1 is lower than the Arizona state level of 17:1.
Minority enrollment is 79% of the student body (majority Hispanic), which is higher than the Arizona state average of 66% (majority Hispanic).
Quick Stats (2025)
- Grades: 5-8
- Enrollment: 544 students
- Student:Teacher Ratio: 16:1
- Minority Enrollment: 79%
- Overall Testing Rank: Bottom 50% in AZ
- Math Proficiency: 25% (Btm 50%)
- Reading Proficiency: 38% (Top 50%)
- Science Proficiency: 14% (Btm 50%)
- Source: National Center for Education Statistics (NCES), AZ Dept. of Education
Top Rankings
L. Thomas Heck Middle School ranks among the top 20% of public schools in Arizona for:
Category
Attribute
Diversity
School Overview
L. Thomas Heck Middle School's student population of 544 students has declined by 32% over five school years.
The teacher population of 35 teachers has stayed relatively flat over five school years.
Grades Offered
Grades 5-8
(No virtual instruction)
(No virtual instruction)
Total Students
544 students
Gender %
Total Classroom Teachers
35 teachers
School Calendar
School Rankings
L. Thomas Heck Middle School ranks within the bottom 50% of all 1,956 schools in Arizona (based off of combined math and reading proficiency testing data).
The diversity score of L. Thomas Heck Middle School is 0.64, which is less than the diversity score at state average of 0.66. The school's diversity has stayed relatively flat over five school years.
Overall Testing Rank
#997 out of 1956 schools
(Bottom 50%)
(Bottom 50%)
Math Test Scores (% Proficient)
25%
35%
Reading/Language Arts Test Scores (% Proficient)
38%
40%
Science Test Scores (% Proficient)
14%
24%
Student : Teacher Ratio
16:1
17:1
American Indian
1%
5%
Asian
4%
3%
Hispanic
55%
48%
Black
12%
6%
White
21%
34%
Hawaiian
1%
n/a
Two or more races
6%
4%
All Ethnic Groups
Eligible for Free Lunch
59%
40%
Eligible for Reduced Lunch
15%
10%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), AZ Dept. of Education
Profile last updated: 02/09/2025
Frequently Asked Questions
What is L. Thomas Heck Middle School's ranking?
L. Thomas Heck Middle School is ranked #997 out of 1,956 schools, which ranks it among the bottom 50% of public schools in Arizona.
What schools are L. Thomas Heck Middle School often compared to?
L. Thomas Heck Middle Schoolis often viewed alongside schools like Wigwam Creek Middle School, Western Sky Middle School by visitors of our site.
What percent of students have achieved state testing proficiency in math and reading?
25% of students have achieved math proficiency (compared to the 35% AZ state average), while 38% of students have achieved reading proficiency (compared to the 40% AZ state average).
How many students attend L. Thomas Heck Middle School?
544 students attend L. Thomas Heck Middle School.
What is the racial composition of the student body?
55% of L. Thomas Heck Middle School students are Hispanic, 21% of students are White, 12% of students are Black, 6% of students are Two or more races, 4% of students are Asian, 1% of students are American Indian, and 1% of students are Hawaiian.
What is the student:teacher ratio of L. Thomas Heck Middle School?
L. Thomas Heck Middle School has a student ration of 16:1, which is lower than the Arizona state average of 17:1.
What grades does L. Thomas Heck Middle School offer ?
L. Thomas Heck Middle School offers enrollment in grades 5-8 (No virtual instruction).
What school district is L. Thomas Heck Middle School part of?
L. Thomas Heck Middle School is part of Litchfield Elementary District (4281) School District.
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