The percentage of students achieving proficiency in math was <50% (which was lower than the Utah state average of 75%). The percentage of students achieving proficiency in reading/language arts was ≥50% (which was lower than the Utah state average of 83%).
<Â鶹¹û¶³´«Ã½ class='so-dt-title' id="overview">School Overview <Â鶹¹û¶³´«Ã½ class='so-dt-title' id="school-rankings">School Rankings
School Type
Grades Offered
Grades Kindergarten-12
Total Students (11-12)
91 students
Total Classroom Teachers (11-12)
12 teachers
Math Test Scores (% Proficient)
(11-12)<50%
75%
Reading/Language Arts Test Scores (% Proficient)
(11-12)≥50%
83%
Student-Teacher Ratio
n/a
21:1
American Indian
(11-12)n/a
1%
Asian
(11-12)n/a
2%
Hispanic
(11-12)22%
15%
Black
(11-12)4%
1%
White
(11-12)71%
78%
Hawaiian
(11-12)1%
2%
Two or more races
(11-12)2%
1%
Graduation Rate
(11-12)40-44%
80%
Eligible for Free Lunch (11-12)
71%
37%
Eligible for Reduced Lunch (11-12)
11%
11%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), UT Dept. of Education
<Â鶹¹û¶³´«Ã½ class='so-dt-title' id='faq'>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 75% UT state average), while ≥50% of students have achieved reading proficiency (compared to the 83% UT state average).
What is the graduation rate of Canyon Heights?
The graduation rate of Canyon Heights is 40-44%, which is lower than the Utah state average of 80%.
How many students attend Canyon Heights?
91 students attend Canyon Heights.
What is the racial composition of the student body?
71% of Canyon Heights students are White, 22% of students are Hispanic, 4% of students are Black, 2% of students are Two or more races, and 1% of students are Hawaiian.
What grades does Canyon Heights offer ?
Canyon Heights offers enrollment in grades Kindergarten-12
What school district is Canyon Heights part of?
Canyon Heights is part of Davis School District.
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