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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.
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
The Arizona Board of Regents has additional information on their
“Arizona High School Report Card” that specifically reports on Arizona graduates’ 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.
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)
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.
The school was included in the A-F State Accountability model for growth by having enough qualifying data points. Growth is determined by how individual students perform compared to their previous scoring history and if they are on target to continuously improve or stay within the highest rankings of proficiency.
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.
Growth Performance A-F Points Earned: {{reportingFiscalYear}} (out of 20) (out of 50)
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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 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.
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.
*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.
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. For more details on the A-F State Accountability System click here.
College and Career Readiness: {{reportingFiscalYear}} (out of 20)
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.
“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.
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.
A-F Summary: {{reportingFiscalYear}}
K-8 Model
9-12 Model
Hybrid Model
K-8 Model Cut Scores
A | B | C | D | F |
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 |
83.83-100% | 70.02-83.82% | 56.21-70.01% | 42.40-56.20% | < 42.39% |
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.
**Up to 5 extra bonus points can be earned by K-8 schools. The bonus points are not included in calculating Total Points Eligible.
*K-8 Bonus points can be earned in the following ways: Special Education enrollment has to be greater than or equal to 80% of the state average, high performance on the state science assessment
**Up to 6 extra bonus points can be earned by 9-12 schools. The bonus points are not included in calculating Total Points Eligible.
*9-12 Bonus Points can be earned in the following ways: Special Education enrollment has to be greater than or equal to 80% of the state average, high performance on the state science assessment
**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. The bonus points are not included in calculating Total Points Eligible.
^K-8 Bonus points can be earned in the following ways: Special Education enrollment has to be greater than or equal to 80% of the state average, high performance on the state science assessment
#9-12 Bonus Points can be earned in the following ways: Special Education enrollment has to be greater than or equal to 80% of the state average, high performance on the state science assessment
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.
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
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 here
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 here
The data shown below is the 2015-2016 school year, the most recent data available.
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.