For the 2024-25 school year, there are 2 public middle schools serving 625 students in 85350, AZ.
The top ranked public middle school in 85350, AZ is Somerton Middle School. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Public middle schools in zipcode 85350 have an average math proficiency score of 22% (versus the Arizona public middle school average of 32%), and reading proficiency score of 27% (versus the 40% statewide average). Middle schools in 85350, AZ have an average ranking of 4/10, which is in the bottom 50% of Arizona public middle schools.
Minority enrollment is 98% of the student body (majority Hispanic), which is more than the Arizona public middle school average of 63% (majority Hispanic).
Best 85350, AZ Public Middle Schools (2024-25)
School
(Math and Reading Proficiency)
(Math and Reading Proficiency)
Location
Grades
Students
Rank: #11.
Somerton Middle School
Magnet School
(Math: 22% | Reading: 27%)
Rank:
Rank:
4/
Bottom 50%10
1011 North Somerton Ave.
Somerton, AZ 85350
(928) 341-6100
Somerton, AZ 85350
(928) 341-6100
Grades: 7-8
| 625 students
Rank: n/an/a
Somerton Virtual Learning Institute
Magnet School
343 N Carlisle Avenue
Somerton, AZ 85350
(928) 341-6072
Somerton, AZ 85350
(928) 341-6072
Grades: K-8
| n/a students
85350, Arizona Public Schools (Closed)
School
Location
Grades
Students
201 N. Bingham Ave. Ste. 6
Somerton, AZ 85350
(928) 341-6000
Somerton, AZ 85350
(928) 341-6000
Grades: K-6
| n/a students
<麻豆果冻传媒 class='so-dt-title' id='faq'>Frequently Asked Questions
What are the top ranked public middle schools in 85350, AZ?
The top ranked public middle schools in 85350, AZ include Somerton Middle School.
How many public middle schools are located in 85350?
2 public middle schools are located in 85350.
What is the racial composition of students in 85350?
85350 public middle schools minority enrollment is 98% of the student body (majority Hispanic), which is more than the Arizona public middle schools average of 63% (majority Hispanic).
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