Best Arkansas Special Education Public Middle Schools (2026)

For the 2026 school year, there are 2 special education public middle schools serving 139 students in Arkansas.
The top-ranked special education public middle schools in Arkansas are Ark. School For The Blind High School and School For The Deaf. Overall testing rank is based on a school's combined math and reading proficiency test score ranking.
Arkansas special education public middle schools have an average math proficiency score of 8% (versus the Arkansas public middle school average of 37%), and reading proficiency score of 21% (versus the 42% statewide average).
Minority enrollment is 47% of the student body (majority Black), which is more than the Arkansas public middle school average of 41% (majority Black).

Best Special Education Public Middle Schools in Arkansas (2026)

School
(Math and Reading Proficiency)
Location
Quick Facts
Rank: #11.
Ark. School For The Blind High School
Special Education School
(Math: ≤20% | Reading: 40-59%)
Rank:
5/
10
Bottom 50%
2600 W Markham St
Little Rock, AR 72203
(501) 296-1810
Gr: 7-12 | 37 students Student-teacher ratio: 2:1 Minority enrollment: 35%
Rank: #22.
School For The Deaf
Special Education School
(Math: ≤5% | Reading: ≤10%)
Rank:
1/
10
Bottom 50%
2500 W Markham St
Little Rock, AR 72205
(501) 324-9533
Gr: K-12 | 102 students Student-teacher ratio: 3:1 Minority enrollment: 52%

Frequently Asked Questions

What are the top-ranked special education public middle schools in Arkansas?
The top-ranked special education public middle schools in Arkansas include Ark. School For The Blind High School and School For The Deaf.
How many special education public middle schools are located in Arkansas?
2 special education public middle schools are located in Arkansas.
What is the racial composition of students in Arkansas?
Arkansas special education public middle schools minority enrollment is 47% of the student body (majority Black), which is more than the Arkansas public middle schools average of 41% (majority Black).

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