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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 students 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 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.
* To prevent the back-calculation of hidden values, when counts can be combined with other counts to reveal 10 or fewer students, we hide the next smallest subgroup’s information using * symbols as well.
The grey bar that appears on this graph indicates potential impact from the COVID-19 pandemic which may impact how trends can be evaluated.
Due to COVID-19, public school student enrollment in the 2020-2021 school year decreased from prior years across the state. Many families may have pursued other school opportunities for their children during the pandemic including private schools and homeschooling.
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 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.
* To prevent the back-calculation of hidden values, when counts can be combined with other counts to reveal 10 or fewer students, we hide the next smallest subgroup’s information using * symbols as well.
Kindergarten - Grade 8 Acceleration Readiness is calculated from different components: Subgroup Improvement in Math and English Language arts, reducing the percent of 3rd graders in the Minimally Proficient category on the state English Language Arts Assessment, improving chronic absenteeism and Special Education Inclusion.
Acceleration Readiness A-F Points Earned: {{reportingFiscalYear}} (Out of 10)
Acceleration Readiness A-F Points available for only Kindergarten - Grade 8
Normally, Arizona calculates A-F letter grades for eligible schools annually. A.R.S. § 15-741 Section 2 prohibits ADE from assigning letter grades for the 2020-2021 school year. However, the data from this year that is used in calculating A-F components is particularly important for understanding the academic impact of COVID. Care should be taken when making direct comparisons of data in the A-F calculations with previous years, otherwise inferences may be invalid.
The Arizona Board of Regents has additional information on their
"Arizona High School Report Card" that specifically reports on Arizona graduate's college
performance statistics by high school. The link below will open to a report displaying several
key postsecondary performance indicators by the high school.
For ABOR High School Report Card - click here.
For ABOR High School Report Card : {{link}}.
Read On Arizona has additional information on their “Read On Data Tools”
website that specifically reports on factors that impact early literacy.
The link below will open to a display of various early literacy indicators by the school.
For Read On Arizona Schools Data Center - click here.
For ABOR High School Report Card : {{link}}.
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 10) (Out of 10) (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 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.
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.
* 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.
* 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.
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 10) (Out of 10) (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 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.
Schools serving grades K-8 were eligible for the Growth indicator of the A-F State Accountability model if they had enough qualifying data points. Growth is determined using student growth percentiles, a ranking from 1 to 99 that explains a student's academic progress on the statewide assessments in Math and English Language Arts as compared to his/her academic peers. Academic peers are determined based on a student’s previous scoring history.
Schools were eligible for the Growth indicator of the A-F State Accountability model if they had enough qualifying data points. Growth is determined using student growth percentiles, a ranking from 1 to 99 that explains a student's academic progress on the statewide assessments in Math and English Language Arts as compared to his/her academic peers. Academic peers are determined based on a student’s previous scoring history.
An elementary school has the capacity to earn a maximum of 50 growth points in the A-F State Accountability system. Those points are derived from Mathematics and English Language Arts growth scores. For more details on the A-F State Accountability System click here.
A high school has the capacity to earn a maximum of 20 growth points in the A-F State Accountability System. Those points are derived from Mathematics and English Language Arts growth scores. For more details on the A-F State Accountability System click here.
A K-12 school has the capacity to earn a combination of elementary and high school growth points in the A-F State Accountability system based on a proportion of its student population. Those points are derived from Mathematics and English Language Arts growth scores. For more details on the A-F State Accountability System click here.
During the 2022-2023 school year, schools serving grades 9-12 were not eligible for Growth and were instead evaluated using the Subgroup Improvement indicator.
Student Growth categories are determined using student growth percentiles, a ranking from 1 to 99 that explains a student's academic progress on the statewide assessments in Math and English Language Arts as compared to his/her academic peers. Academic peers are determined based on a student’s previous scoring history.
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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.
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.
K-8 Growth Performance A-F Points Earned ({{reportingFiscalYear-2}}-{{reportingFiscalYear-1}})
9-12 Subgroup Improvement A-F Points Earned ({{reportingFiscalYear-2}}-{{reportingFiscalYear-1}})
Growth Performance A-F Points Earned: {{store.state.fiscalYear}} (Out of 20) (Out of 50/20) (Out of 50)
Normally, Arizona calculates A-F letter grades for eligible schools annually. A.R.S. § 15-741 Section 2 prohibits ADE from assigning letter grades for the 2020-2021 school year. However, the data from this year that is used in calculating A-F components is particularly important for understanding the academic impact of COVID. Care should be taken when making direct comparisons of data in the A-F calculations with previous years, otherwise inferences may be invalid.
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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 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.
* 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.
* 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.
Traditionally, unexcused absences greater than 10 days identify a student as having dropped out until they have a subsequent enrollment. School year 2020-2021 dropout rates may have been affected by changes in attendance tracking and modes of instruction that occurred due to the COVID-19 pandemic.
The grey bar that appears on this graph indicates potential impact from the COVID-19 pandemic which may impact how trends can be evaluated.
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.
Traditionally, unexcused absences greater than 10 days identify a student as having dropped out until they have a subsequent enrollment. School year 2020-2021 dropout rates may have been affected by changes in attendance tracking and modes of instruction that occurred due to the COVID-19 pandemic.
A-F Subgroup Dropout Rate Improvement Points Earned (Out of 5)
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.
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.
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.
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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.
* 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.
* 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.
* 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.
* 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.
*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.
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.
Chronic Absenteeism: {{reportingFiscalYear}}
The grey bar that appears on this graph indicates potential impact from the COVID-19 pandemic which may impact how trends can be evaluated.
Traditionally, unexcused absences greater than 10 days identify a student as having dropped out until they have a subsequent enrollment. School year 2020-2021 dropout rates may have been affected by changes in attendance tracking and modes of instruction that occurred due to the COVID-19 pandemic.
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.
Due to COVID-19, the percent of students identified as chronically absent in the 2020-2021 school year may differ when compared to other years due to adjustments in how attendance data was collected by schools.
* 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.
* 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.
A-F Letter Grades: Arizona Revised Statutes § 15-241 requires the Arizona Department of Education, subject to final adoption by the State Board of Education, to develop an annual achievement profile for every public school in the state based on an A through F scale. The development of the Accountability System was informed by public input through 17 public hearings across the state and a survey that yielded almost 1,700 responses. Additionally, a broad-based committee consisting of school administrators, teachers, parents and data experts provided the Board with additional input.
The system measures year to year student academic growth, proficiency on English language arts, math and science. It also includes the proficiency and academic growth of English language learners, indicators that an elementary student is ready for success in high school and that high school students are ready to succeed in a career or higher education and high school graduation rates.
The plan adopted by the Board complies with state statute and the federal Every Student Succeeds Act while recognizing the opportunity to measure the quality of a school and its effectiveness across a broader range of measures than in the past.
Both traditional school models require schools to have 10 FAY students in each indicator to be eligible to earn the points. Exceptions to this rule are:
Schools that do not meet the minimum size of 10 FAY students cannot earn points for that indicator.
The minimum number of students that the state has determined must be present in a student sub group, if the subgroup is to be included in accountability determination
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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. 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.
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.
*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.
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.
The grey bar that appears on this graph indicates potential impact from the COVID-19 pandemic which may impact how trends can be evaluated.
Please note: In Spring 2021, the AzSCI Field Test and MSAA Science Field Tests were administered to Arizona schools. Assessment results for these field tests are not available.
To see data on the percentage of students taking a state mandated assessment use the links below.
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 students 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 students 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. 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 test proficient on the English Learner assessment.
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.
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.
Below are three data points related to school revenue. Student count generated revenues are funds that are determined based on the number and characteristics of students served. Other sources of revenue included in the total allocated federal, state, and local revenues are grants, program fees (including after school programs), donations, certain local taxes, funds for construction or improvement of school facilities and other resources that are not determined directly by the number of students served. The Classroom Site Fund allocation is the amount of district or charter revenue received pursuant to ARS 15-977 that was utilized at the school and is included in the total student count generated revenues. This data is taken directly from the 2019-2020 School Level Reporting submitted by districts and charters to the Arizona Department of Education. The reporting of this data is done in accordance with Arizona Revised Statutes §15-746(e).
Below are three data points related to school revenue. Student count generated revenues are funds that are determined based on the number and characteristics of students served. Other sources of revenue included in the total allocated federal, state, and local revenues are grants, program fees (including after school programs), donations, certain local taxes, funds for construction or improvement of school facilities and other resources that are not determined directly by the number of students served. The Classroom Site Fund allocation is the amount of district or charter revenue received pursuant to ARS 15-977 that was utilized at the school and is included in the total student count generated revenues. This data is taken directly from the 2020-2021 School Level Reporting submitted by districts and charters to the Arizona Department of Education. The reporting of this data is done in accordance with Arizona Revised Statutes §15-746(e).
Below are categories in which schools report expenditures. There is more information about how school districts and charters account for spending in the Uniform System of Financial Records and Uniform System of Financial Records for Charter Schools. This data is taken directly from the 2019-2020 School Level Reporting submitted by the school to the Arizona Department of Education. The reporting of this data is done in accordance with Arizona Revised Statutes §15-746(e).
Below are categories in which schools report expenditures. There is more information about how school districts and charters account for spending in the Uniform System of Financial Records and Uniform System of Financial Records for Charter Schools. This data is taken directly from the 2020-2021 School Level Reporting submitted by the school to the Arizona Department of Education. The reporting of this data is done in accordance with Arizona Revised Statutes §15-746(e).
Please click here to visit the Arizona School Financial Transparency Portal to view detailed school and district/charter level financial data
Please {{RevenueUrl}} to visit the Arizona School Financial Transparency Portal to view detailed school and district/charter level financial data
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.
Please click here to visit the Arizona School Financial Transparency Portal to view detailed school and district/charter level financial data
Per-Pupil Expenditure: {{store.state.fiscalYear}}
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 students 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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{{schoolImprovementTableData[0].schoolType}} | {{schoolImprovementTableData[0].subgroup}} | {{schoolImprovementTableData[0].Funds}} |
|
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.
The College and Career Readiness score in the A-F State Accountability system is
derived from seniors completion in programs, assessments or activities
that have shown to predict success after high school.
The College and Career Readiness score in the A-F State Accountability system is
derived from seniors completion in programs, assessments or activities
that have shown to predict success after high school.
College and Career Readiness: {{reportingFiscalYear}} (Out of 35) (Out of 20)
Normally, Arizona calculates A-F letter grades for eligible schools annually. A.R.S. § 15-741 Section 2 prohibits ADE from assigning letter grades for the 2020-2021 school year. However, the data from this year that is used in calculating A-F components is particularly important for understanding the academic impact of COVID. Care should be taken when making direct comparisons of data in the A-F calculations with previous years, otherwise inferences may be invalid.
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 students 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 students 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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Teachers with Emergency Credentials - {{store.state.fiscalYear}}
Teaching Out of Field - {{store.state.fiscalYear}}
Appropriately Certified: District teachers who hold valid certification for their primary teaching position, 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 students 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.
Arizona Revised Statutes § 15-241 requires the Arizona Department of Education, subject to final adoption by the State Board of Education, to develop an annual achievement profile for every public school in the state based on an A through F scale.
The system measures year to year student academic growth, proficiency on English language arts, math and science. It also includes the proficiency and academic growth of English language learners, indicators that an elementary student is ready for success in high school and that high school students are ready to succeed in a career or higher education and high school graduation rates. For more information on State Accountability, click here. click here. click here.
The system measures year to year student academic growth, proficiency on English language arts, math and science. It also includes the proficiency and academic growth of English language learners, indicators that an elementary student is ready for success in high school and that high school students are ready to succeed in a career or higher education and high school graduation rates. For more information on State Accountability, https://azreportcards.azed.gov/static/A-FSummaryFY19 https://azreportcards.azed.gov/static/A-FSummary https://azreportcards.azed.gov/static/A-FSummaryFY21 .
Normally, Arizona calculates A-F letter grades for eligible schools annually. A.R.S. § 15-741 Section 2 prohibits ADE from assigning letter grades for the 2020-2021 school year. However, the data from this year that is used in calculating A-F components is particularly important for understanding the academic impact of COVID. Care should be taken when making direct comparisons of data in the A-F calculations with previous years, otherwise inferences may be invalid.
A-F Summary: {{reportingFiscalYear}}
K-8 Model
9-12 Model
Hybrid Model
Alternative Model
K-8 Model Cut Scores
A | B | C | D | F |
84 - 100% | 72 - 83.99% | 60 - 71.99% | 47 - 59.99% | 0 - 46.99% |
84.67 - 100% | 72.39 - 84.66% | 60.11 - 72.38% | 47.83 - 60.10% | < 47.82% |
9-12 Model Cut Scores
A | B | C | D | F |
82 - 100% | 65 - 81.99% | 48 - 64.99% | 31 - 47.99% | 0 - 30.99% |
83 - 100% | 66 - 82% | 49 - 65% | 32 - 48% | < 31% |
Alternative Model Cut Scores
A | B | C | D | F |
83 - 100% | 65 - 82.99% | 47 - 64.99% | 29 - 46.99% | 0 - 28.99% |
84 - 100% | 66 - 83% | 48 - 65% | 30 - 47% | < 29% |
Schools receiving a NR (Not-Rated) currently do not have the components required in the current model to receive a grade. Arizona Alternative Schools are currently building a model to meet their students' specific needs.
Schools receiving a NR (Not-Rated) currently do not have the components required in the current model to receive a grade.
**Up to 5 extra bonus points can be earned by K-8 schools. Bonus points are added to the final percentage earned.
*K-8 Bonus points can be earned in the following ways: Special Education enrollment greater than or equal to 80% of the state average, high performance on the state Science assessment.
*K-8 Bonus points can be earned in the following ways: Special Education enrollment greater than or equal to 80% of the state average, participation in the state field test.
**Up to 6 extra bonus points can be earned by 9-12 schools. Bonus points are added to the final percentage earned.
*9-12 Bonus Points can be earned in the following ways: Special Education enrollment greater than or equal to 80% of the state average, high participation in the state field test, high post-secondary and military enrollment.
*9-12 Bonus points can be earned in the following ways: Special Education enrollment greater than or equal to 80% of the state average, participation in the state field test.
**Up to 5 extra bonus points can be earned by a K-8 school and up to 6 extra bonus points can be earned by a 9-12 school. Bonus points are added to the final percentage earned.
^K-8 Bonus points can be earned in the following ways: Special Education enrollment greater than or equal to 80% of the state average, high performance on the state Science assessment.
^K-8 Bonus points can be earned in the following ways: Special Education enrollment greater than or equal to 80% of the state average, participation in the state field test.
#9-12 Bonus Points can be earned in the following ways: Special Education enrollment greater than or equal to 80% of the state average, high performance on the state Science assessment, high post-secondary and military enrollment.
#9-12 Bonus Points can be earned in the following ways: Special Education enrollment greater than or equal to 80% of the state average, high participation in the state field test, high post-secondary and military enrollment.
Schools that have unique configurations across K-8 and 9-12 utilize both the K-8 and 9-12 models. The percentage of FAY students enrolled determines the weighting of the K-8 and 9-12 letter grades to assign the school one overall percentage.
Non-typical school will use the 9-12 cut scores when determining their letter grade.
**Up to 6 extra bonus points can be earned by Alternative schools. Bonus points are added to the final percentage earned.
*Alternative Model Bonus Points can be earned in the following ways: High graduation rates for homeless cohort, special education cohort and/or foster care cohort students.
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
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
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.
* For the 2020-2021 school year, this data comes from federal EDFacts reporting.
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.
* For the 2020-2021 school year, this data comes from federal EDFacts reporting.