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Redacted pie slice - When a subgroup in this report has 10 or fewer students, showing their information may risk an individual student's anonymity. In this case, we do not report any information for that subgroup.
* When a subgroup in this report has 10 or fewer students, showing their information may risk an individual student's anonymity. In these cases, we do not report any information for that subgroup, and you will see the * symbol instead.
Least Restrictive Environment.
Includes preschool/kindergarten children with disabilities - ages 3 to 5. Depending on the birth-date of a child that is five years old, he or she may be enrolled in Kindergarten or preschool.
This is also known as the Office of Special Education Programs (OSEP) Federal Indicator 6.
This shows data reported for Indicator 6 in the Individuals with Disabilities Education Act Part B State Performance Plan/Annual Performance Report.For more details click here
Below shows the percent of Preschool/Kindergarten children with IEPs (Individualized Education Programs) who received special education and related services in specific settings.
This shows data reported for preschool students with disabilities receiving special education services over October 1.
Below shows the percent of different LRE for special education preschool students.
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Percentage of Children in each setting (%) |
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Arizona's State Board of Education-approved tool for ongoing progress monitoring of preschool aged children is Teaching Strategies GOLD (TSG). Data collected through the use of this valid and reliable assessment tool helps to inform instruction and lesson planning as well as provides information routinely to address individual needs of children. This information assists educators in identifying where a child is in relation to their optimal development. Arizona assesses its progress towards identifying the school-readiness levels of children through the use of TSG.
This data below shows percentage of preschool and pre-kindergarten children meeting or exceeding age level expectations. Pre-kindergarten is one year before kindergarten and preschool is two years before kindergarten.
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Percentage meeting or exceeding age level expectations (%) |
The "Four-year graduation rate" is the percentage of students who graduated within the first 4 years of enrolling in high school.
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A-F Graduation Points Earned (Out of 20)
A-F Subgroup Graduation Rate Improvement Points Earned (Out of 5)
Gray Bar - When a subgroup in this report has 10 or fewer students, showing Graduation rate may risk an individual student's anonymity. In this case, we do not report any information for that subgroup.
Gray Bar - When a subgroup in this report has 10 or fewer students, showing Graduation rate may risk an individual student’s anonymity. In this case, we do not report any information for that subgroup.
*When a subgroup in this report has 10 or fewer students, showing Graduation rate may risk an individual student's anonymity. In this case, we do not report any information for that subgroup.
*When a subgroup in this report has 10 or fewer students, showing Graduation rate may risk an individual student’s anonymity. In this case, we do not report any information for that subgroup.
The "Four-year graduation rate" is the percentage of students who graduated within the first 4 years of enrolling in high school.
A-F Graduation Points Earned (Out of 20)
A-F Subgroup Graduation Rate Improvement Points Earned (Out of 5)
Gray Bar - When a subgroup in this report has 10 or fewer students, showing Graduation rate may risk an individual student's anonymity. In this case, we do not report any information for that subgroup.
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A-F Subgroup Dropout Rate Improvement Points Earned (Out of 5)
Gray Bar - When a subgroup in this report has 10 or fewer students, showing Dropout Rate may risk an individual student’s anonymity. In this case, we do not report any information for that subgroup.
*When a subgroup in this report has 10 or fewer students, showing Dropout Rate may risk an individual student's anonymity. In this case, we do not report any information for that subgroup.
A-F Subgroup Dropout Rate Improvement Points Earned (Out of 5)
Gray Bar - When a subgroup in this report has 10 or fewer students, showing Dropout Rate may risk an individual student's anonymity. In this case, we do not report any information for that subgroup.
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A-F Proficiency Points Earned (Out of 30)
This school currently is not receiving a letter grade due to its configuration. When the model is built that grades, additional information will be presented.
A-F Subgroup Proficiency Improvement Points Earned (Out of 10)
1. Gray Bar – When a subgroup in this report has 10 or fewer students, showing the achievement information may risk an individual student’s anonymity. In this case, we do not report any achievement results for that subgroup.
2. When all students in a subgroup score at the same performance level, reporting “100%” or “0%” would violate each student’s anonymity. To protect students' anonymity we do not report the breakdown for each performance level.
3. ELL FEP 1-4 are students in Arizona that currently have an English Learner need or have been classified as proficient on the English Learner state assessment over the last four years.
4. In 8th grade, students have the potential to take one of four different mathematics assessments which include 8th grade Math, Algebra I, Geometry, and Algebra II. Mathematics results are displayed by name of the test for 8th grade students. The assessment group “GRADE 8 ALL MATH” includes the mathematics assessment results for all 8th grade students regardless of the particular test type (e.g., 8th grade Math, Algebra I, Geometry, and Algebra II). If, for example, an 8th grade student took the Algebra I test, those results are included in the reporting of the “ALGEBRA I”, “GRADE 8 ALGEBRA I”, and the “GRADE 8 ALL MATH” test results.
*When a subgroup in this report has 10 or fewer students, showing the achievement information may risk an individual student’s anonymity. In this case, we do not report any achievement results for that subgroup.
*When all students in a subgroup score at the same performance level, reporting “100%” or “0%” would violate each student’s anonymity. To protect students' anonymity, we do not report the breakdown for each performance level.
*ELL FEP 1-4 are students in Arizona that currently have an English Learner need or have been classified as proficient on the English Learner state assessment over the last four years.
In 8th grade, students have the potential to take one of four different mathematics assessments which include 8th grade Math, Algebra I, Geometry, and Algebra II. Mathematics results are displayed by name of the test for 8th grade students. The assessment group “GRADE 8 ALL MATH” includes the mathematics assessment results for all 8th grade students regardless of the particular test type (e.g., 8th grade Math, Algebra I, Geometry, and Algebra II). If, for example, an 8th grade student took the Algebra I test, those results are included in the reporting of the “ALGEBRA I”, “GRADE 8 ALGEBRA I”, and the “GRADE 8 ALL MATH” test results.
A-F Proficiency Points Earned (Out of 30)
This school currently is not receiving a letter grade due to its configuration. When the model is built that grades, additional information will be presented.
A-F Subgroup Proficiency Improvement Points Earned (Out of 10)
1. Gray Bar - When a subgroup in this report has 10 or fewer students, showing the achievement information may risk an individual student's anonymity. In this case, we do not report any achievement results for that subgroup.
2. When all students in a subgroup score at the same performance level, reporting "100%" or "0%" would violate each student's anonymity. To protect students' anonymity we do not report the breakdown for each performance level.
2. When all students in a subgroup score at the same performance level, reporting "100%" or "0%" would violate each student’s anonymity. To protect students' anonymity we do not report the breakdown for each performance level.
3. ELL FEP 1-4 are students in Arizona that currently have an English Learner need or have been classified as proficient on the English Learner state assessment over the last four years.
The Arizona Department of Education is working with the Arizona Auditor General's Office and Local Education Agencies to provide a template for the reporting of school level expenditures from all school districts and charter districts for Fiscal Year 2018-2019. These expenditures will be used to determine per pupil expenditures for the 2018-2019 school year report cards.
Expenditures summarized by actual personnel expenditures and actual non-personnel expenditures (1) separate by source of funds or funds, Federal or State & Local, for each publicly funded Local Education Agency (LEA) - school and charter districts. Expenditures are divided by the aggregate number of students enrolled in preschool through Grade 12 in publicly funded LEAs on or around October 1 of a given year. Per-Pupil expenditures are supplementary categorized by Title I classification for schools within the district.
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All Title 1 Schools: {{store.state.fiscalYear}}
All Non-Title 1 Schools: {{store.state.fiscalYear}}
1. Excluded are expenditures for land and improvements, buildings, and improvements, furniture, equipment and vehicles. Also excluded are Internal Service Fund operations. Community School Fund operations, debt retirement, student activities and non-public school programs.
Schools may use purchased personnel services. Due to changes in reporting, those expenditures are considered in the "non-personnel" categories in 2019-2020 school year.
Disclaimer:
a.Expenditure data is compiled from unaudited information submitted to the Arizona Department of Education.
b.District is equal to the school district or charter district that is eligible for equalization funding.
Disclaimer:
Expenditure data is compiled from unaudited information submitted to the Arizona Department of Education.
*When a group in this report has 10 or fewer students, showing their information may risk an individual student's anonymity. In this case, we do not report any information for that subgroup.
School Improvement Funds are awarded through a competitive grant process to support low performing schools’ work to improve student achievement. All expenditures must align with schools’ Integrated action plans and demonstrate significant impact on improving student outcomes in accordance with the requirements set by the federal Every Student Succeeds Act (ESSA).
Schools may be identified as low performing based on one or more of the following criteria:
Type of School | LPS / LPB / LGR | Funds received | Strategies Implemented |
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Disclaimer:
Please note that the data reported above may differ from
that in the Superintendent’s Annual Financial Report (AFR)
based on the exclusion of expenditures associated with other Title I grant programs.
Teacher Qualification data in Arizona includes educator experience and qualifications for principals, assistant principals, deans of students, and teachers.
A Title I school is a school receiving federal funds for Title I students. The basic principle of Title I is that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting student's educational goals. All other schools are Non-Title I.
The law allows, but does not require, teachers at public charter schools to maintain teaching certifications; therefore, teacher quality at public charter schools may not be accurately reflected solely by the number of “certified” teachers they employ. Instead, public charter schools hire and evaluate teachers based on other objective measures of teacher quality, such as subject matter expertise, student achievement results, and professionalism.
School leaders are self-reported by Local Education Agencies and could for example include, Principals, Assistant Principals, or Deans of Students.
Arizona defines inexperienced educators as having less than 3 years of experience in their position as self-reported by the school or district.
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A Title I school is a school receiving federal funds for Title I students. The basic principle of Title I is that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting student's educational goals. All other schools are Non-Title I.
The law allows, but does not require, teachers at public charter schools to maintain teaching certifications; therefore, teacher quality at public charter schools may not be accurately reflected solely by the number of “certified” teachers they employ. Instead, public charter schools hire and evaluate teachers based on other objective measures of teacher quality, such as subject matter expertise, student achievement results, and professionalism.
Emergency certification in Arizona is a process used by the state to grant temporary teaching certificates to individuals who do not meet the teacher certification requirements. More information on teacher certification requirements is available here.
Emergency certification in Arizona is a process used by the state to grant temporary teaching certificates to individuals who do not meet the teacher certification requirements. More information on teacher certification requirements is https://www.azed.gov/educator-certification/forms-and-information/certificates/.
"Out of Field" teachers are not certified for the subject area they are teaching.
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Other: Teachers that have their certification and are not on “Emergency Credentials” or teaching “Out of field”.
A Title I school is a school receiving federal funds for Title I students. The basic principle of Title I is that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting student's educational goals. All other schools are Non-Title I.
The law allows, but does not require, teachers at public charter schools to maintain teaching certifications; therefore, teacher quality at public charter schools may not be accurately reflected solely by the number of “certified” teachers they employ. Instead, public charter schools hire and evaluate teachers based on other objective measures of teacher quality, such as subject matter expertise, student achievement results, and professionalism.
The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. This is completed and managed by the United States Department of Education. The CRDC measures student access to courses, programs, staff, and resources that impact education equity and opportunity for students. The CRDC is a longstanding and critical aspect of the overall enforcement and monitoring strategy used by the Office for Civil Rights (OCR). In addition, the CRDC is a valuable resource for other federal agencies, policymakers and researchers, educators and school officials, parents and students, and other members of the public who seek data on student equity and opportunity.
The data shown in these reports are the total provided by the Arizona school/districts to the CRDC, a division of the United States Department of Education that were then aggregated to the district level and then to the state level. For more information on this data click here www2.ed.gov/about/offices/list/ocr/frontpage/faq/crdc.html.
The data shown in these reports are the total provided by the Arizona school/districts to the CRDC, a division of the United States Department of Education that were then aggregated to the district level. For more information on this data click herewww2.ed.gov/about/offices/list/ocr/frontpage/faq/crdc.html.
The data shown in these reports are the total provided by the Arizona school/districts to the CRDC, a division of the United States Department of Education. For more information on this data click herewww2.ed.gov
The data shown below are the most recent data available, from the 2015-2016 school year.
The data shown below are the most recent data available, from the 2017-2018 school year.
The CRDC data is collected by the Federal Government based on a particular methodology and purpose that may not be clearly aligned with the disciplinary procedures found in the school's student handbook.
The CRDC data is collected by the Federal Government based on a particular methodology and purpose that may not be clearly aligned with the disciplinary procedures found in the school's student handbook.