When a former student returns to Santa Cruz Elementary District 28, known as Little Red School, as a teacher, more than a century of school history becomes personal. This year, Little Red welcomed a new middle school social studies teacher who once attended the school himself. His return offers a glimpse into what has allowed the Nogales, Arizona, public school to remain connected to generations of students and families since it began as a one-room school in 1921.

Today, Little Red has grown into a public K–8 school while preserving the close relationships, high expectations and personal attention that have defined it for generations. That combination of enduring values and continued educational growth has earned the school recognition as a Top Public Elementary School 2026. The traditions remain rooted in service, integrity, personal responsibility and care for every child, reflecting a whole-child approach that values academic achievement, character and wellbeing equally.

“Every decision we make should begin and end with what is best for our students,” says Kathy Romero, superintendent and principal.

Bringing that philosophy to life, the district's small-school environment enables teachers and staff to understand students as individuals, including their academic needs, talents, personalities, family circumstances and aspirations. Because students remain in one school community from kindergarten through eighth grade, educators can recognize changes, celebrate progress and respond quickly when support is needed. Clear behavioral expectations also create structure, while students receive support through academic intervention, special education, gifted enrichment and social-emotional services.

That culture is reinforced by remarkable staff continuity, with nearly 99 percent employee retention over five years. All teachers are highly qualified, paraprofessionals are highly trained, and Superintendent-Principal Romero’s 15-year leadership has helped the district adapt while fostering deep relationships with students and families. The governing board shares that same student-first focus.

Knowing students individually also shapes academic instruction. Teachers regularly analyze assessment results, classroom performance and student growth to determine what each learner needs. Following the learning gaps that emerged during the COVID-19 pandemic, students receive grade-level instruction followed by differentiated small-group or individualized support. A reading specialist with more than 30 years of experience, gifted education teachers and a special education teacher support students with different learning needs.

  • Every decision we make should begin and end with what is best for our students.


Technology extends that approach without replacing the human connection at the center of the school. Every student has access to a Chromebook, while teachers use Google Classroom and selected educational programs to identify skill levels, monitor progress and provide tailored practice. Smart projectors and document cameras support instruction, while direct teaching and foundational skill development remain central.

The district also supports educators through its four-day school week, extended instructional days, professional development and collaborative support. Families participate in school traditions and service activities, while local organizations contribute books, supplies and student programs. Seasonal events, book fairs, food drives, service projects and an annual school-wide trip bring students, staff and families together.

Character development remains another constant. Through its Choose Love program, Little Red reinforces courage, gratitude, forgiveness, compassion, honesty, respect and responsibility alongside academic learning. The goal is to prepare students not only for their next educational step, but also to become responsible members of their communities.

Looking ahead, Little Red intends to strengthen instruction, close learning gaps, enrich opportunities and embrace innovation without losing its traditions, discipline and high expectations. The school's purpose in sharing its story is not primarily to attract students, as Little Red already has a waiting list. Instead, its leaders want to celebrate what has been sustained for more than a century: a public school that takes pride in knowing and challenging every student, where educators build careers, families remain engaged, and graduates carry their connection to the school into the wider community.

That enduring bond has become one of Little Red's defining strengths, creating a legacy that lives on through dedicated educators and generations of students who continue to carry the school's values forward.