The percentage of students achieving proficiency in math was <50% (which was lower than the Arizona state average of 62%). The percentage of students achieving proficiency in reading/language arts was ≥50% (which was lower than the Arizona state average of 77%).
School Overview
School Type
Grades Offered
Grades 6-12
Total Students (10-11)
88 students
Total Classroom Teachers (10-11)
4 teachers
School Rankings
Math Test Scores (% Proficient)
(10-11)<50%
62%
Reading/Language Arts Test Scores (% Proficient)
(10-11)≥50%
77%
Student-Teacher Ratio
n/a
17:1
American Indian
(10-11)1%
7%
Asian
(10-11)n/a
3%
Hispanic
(10-11)27%
42%
Black
(10-11)n/a
5%
White
(10-11)72%
42%
Hawaiian
(10-11)n/a
n/a
Two or more races
(10-11)n/a
1%
Graduation Rate
(10-11)70-74%
79%
Eligible for Free Lunch (10-11)
41%
36%
Eligible for Reduced Lunch (10-11)
5%
10%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), AZ Dept. of Education
Frequently Asked Questions
What percent of students have achieved state testing proficiency in math and reading?
<50% of students have achieved math proficiency (compared to the 62% AZ state average), while ≥50% of students have achieved reading proficiency (compared to the 77% AZ state average).
What is the graduation rate of Wickenburg Alternative High School?
The graduation rate of Wickenburg Alternative High School is 70-74%, which is lower than the Arizona state average of 79%.
How many students attend Wickenburg Alternative High School?
88 students attend Wickenburg Alternative High School.
What is the racial composition of the student body?
72% of Wickenburg Alternative High School students are White, 27% of students are Hispanic, and 1% of students are American Indian.
What grades does Wickenburg Alternative High School offer ?
Wickenburg Alternative High School offers enrollment in grades 6-12
What school district is Wickenburg Alternative High School part of?
Wickenburg Alternative High School is part of Wickenburg Unified District (4236) School District.
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