Phoenix Thomas J Pappas Regional Elementary School (Closed 2010)

Phoenix Thomas J Pappas Regional Elementary School in Phoenix, AZ shows a math proficiency of 20% in 2023, which is lower than the state average of 34%.
Reading proficiency was reported at 20% in 2022, also lower than the state average of 40%, indicating below–average literacy performance.
Science proficiency for 2022 is 20%, which is slightly lower than the state average of 24%.
Enrollment and staffing data show zero students and teachers reported from 2019 through 2023, following variability in prior years where enrollment fluctuated between 320 and 631 students with variable student–teacher ratios.
Graduation rate data appear inconsistent and unreliable, with reported school rates exceeding 100%, not aligning with state (approximately 77%) or district averages, indicating data quality issues.

School Overview

School Type
Grades Offered
n/a
Total Students (07-08)
320 students
Total Classroom Teachers (07-08)
16 teachers

School Rankings

This School
State Level (AZ)
Student-Teacher Ratio
n/a
17:1
American Indian
(07-08)
12%
5%
Asian
(07-08)
n/a
3%
Hispanic
(07-08)
48%
42%
Black
(07-08)
23%
6%
White
(07-08)
17%
44%
Hawaiian
(07-08)
n/a
n/a
Two or more races
(07-08)
n/a
n/a
n/a
Eligible for Free Lunch (07-08)
98%
29%
Eligible for Reduced Lunch (05-06)
1%
8%
School Statewide Testing
Source: National Center for Education Statistics (NCES), AZ Dept. of Education

Frequently Asked Questions

How many students attend Phoenix Thomas J Pappas Regional Elementary School?
320 students attend Phoenix Thomas J Pappas Regional Elementary School.
What is the racial composition of the student body?
48% of Phoenix Thomas J Pappas Regional Elementary School students are Hispanic, 23% of students are Black, 17% of students are White, and 12% of students are American Indian.
What school district is Phoenix Thomas J Pappas Regional Elementary School part of?
Phoenix Thomas J Pappas Regional Elementary School is part of Maricopa County Regional School District (4234).

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