AZ School Report Cards | District Information

District Details

Overview

Grades Served ^!

District Type

Superintendent

Mission Statement

Location

The following reports are based on time sensitive report schedules consistent each year to ensure comparability and may not reflect changes that occurred after the initial report.

Student Enrollment

Note:

Redacted pie slice - When a subgroup in this report has 10 or fewer students, showing their information may risk an individual students anonymity. In this case, we do not report any information for that subgroup.

Least Restrictive Environment (LRE) for Preschool Students with Disabilities

This shows data reported for preschool students with disabilities receiving special education services over October 1. This data is collected through the Exceptional Student Services October 1 Data Collection.

Below shows the percent of different LRE groups for special education preschool students.

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Teacher Qualification

Teacher Qualification data in Arizona includes educator experience and qualifications for principals, assistant principals, deans of students, and teachers.

No data available

Inexperienced Core Academic Teachers, Principals, and School Leaders

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.

Teachers with Emergency Credentials or Teaching Out of Field

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.

"Out of Field" teachers are not certified for the subject area they are teaching.

Student Achievement in State Academic Assessment Detailed Results

No data available

Participation Rates: State Academic Assessment

This section displays information on the percentage of students taking a state mandated assessment.

Preschool Progress Monitoring

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.

No data available

Growth Performance

English Learners (EL) Achieving English Language Proficiency

The Arizona Department of Education (ADE) has developed English Language Proficiency (ELP) Standards for English Learners attending either a public district school or public charter school in Arizona. These standards help measure student progress in English Language proficiency and provide classroom teachers with goals to help focus instruction. The Arizona ELP Standards help students gain the language knowledge needed to meet the language demands and complexity of math, science, and social studies. A student achieves proficiency by reaching certain benchmarks on the Arizona English Language Learner Assessment (AZELLA), Arizona’s assessment that measures student English language development.

Four Year Graduation Rate

The "Four-year graduation rate" is the percentage of students who graduated within the first 4 years of enrolling in high school.

Gray Bar - 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 take care to hide either the number of students reported, the percentage, or both, and show * symbols instead. Similarly, when all students in a subgroup possess the same information, reporting 100% or 0% would violate each student’s anonymity. To protect students’ anonymity, we do not report percentage values above 98 or below 2.

EL-FEP includes students who are current English Learners and students who were formerly identified as an EL student within the past four years and have since tested proficient on the English Learner assessment.

Dropout Rate

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End Of Year Promotion

This section displays information on the number and percentage of students who promote to the next grade or graduate from high school at the end of the school year.

Note:

Gray Bar: 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 take care to hide either the number of students reported, the percentage, or both, and show * symbols instead. Similarly, when all students in a subgroup possess the same information, reporting 100% or 0% would violate each student’s anonymity. To protect students’ anonymity, we do not report percentage values above 98 or below 2.

Chronic Absenteeism

The State of Arizona identifies a student in grades 1 to 8 as chronically absent if the student misses more than 10% of the school's calendar days. A typical school calendar is 180 days, therefore a student would need to miss in excess of 18 days to be considered in this category.

No data available

Per-Pupil Expenditure

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.

School Finance

Funding for Arizona public schools is driven primarily by student enrollment, generally increasing and decreasing with the number of students served, but many student-specific, district-specific, and charter-specific factors also affect funding. For example, students with certain special education needs generate more funding than students without special education needs. English Learners and students in specific grades also receive add-on funding. Small school districts and charter organizations are provided greater funding per student than their larger counterparts since smaller organizations lack the economies of scale enjoyed by larger organizations. Additionally, school districts can raise funds through local property taxes and can seek voter-approval to increase funding while charters, which do not have the ability to levy local property taxes, instead receive a higher per-pupil allocation from the state.

Spending for schools is directed by the district or charter governing board and will vary from school to school based on local needs and priorities. For example, if one school has more experienced teachers than another school, spending for teacher pay and benefits is likely to be higher at that site. A school in a rural district is likely to have higher spending for transportation than a school in a densely-populated area in which many students walk to school. A school that provides career and technical education or hosts a specialized program might have higher costs for supplies or other related areas as a result.

Revenue and expenditure data for Arizona public schools should be viewed within the context of schools’ unique characteristics.

Per-Pupil Expenditures of Federal, State and Local Funds

Expenditures summarized by actual personnel current expenditures and actual non-personnel current expenditures (1) are separated by source of fund or funds, Federal or State & Local, for each publicly funded Local Education Agency (LEA) site - school and charter districts. Expenditures are divided by the aggregate number of students enrolled in preschool through Grade 12 in the publicly funded LEA site on or around October 1 of a given year. Per-Pupil expenditures are supplementary categorized by Title I classification for schools within the district.

No data available

Civil Rights Data Collection Reporting

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 below are the most recent data available, from the 2020-2021 school year.

State Result on NAEP Compared to National Average

The National Assessment of Educational Progress (NAEP) is the only assessment that measures what U.S. students know and can do in various subjects across the nation, states, and in some urban districts. Also known as The Nation’s Report Card, NAEP has provided important information about how students are performing academically since 1969. For more information on NAEP click here.

No data available

No data available

*Rounds to zero.
**Reporting standards not met.