Welcome!
2019-2020
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The Arizona Department of Education is a service organization committed to raising academic outcomes and empowering parents.
A few quick facts about Arizona’s K-12 education system:
- The Arizona Department of Education supports 15 county-level education agencies, more than 200 public school districts, over 400 charter holders, and 14 Career & Technical Education Districts. !
- More than 1,111,000 students attend publicly funded K-12 schools in Arizona. Approximately 874,000 of those students attend one of more than 2,000 district public schools, with the remaining 237,000 attending one of more than 700 charter schools in the state.
- Arizona is home to 57,643 K-12 teachers currently in the classroom. 47,719 work in district K-12 schools and 9,924 work in charter schools. There are an additional 51,644 certified teachers in the state that are serving in positions outside of a classroom or may not be working within education.
The Arizona Department of Education is a service organization committed to raising academic outcomes and empowering parents.
A few quick facts about Arizona’s K-12 education system:
- The Arizona Department of Education supports 15 county-level education agencies, more than 200 public school districts, over 400 charter holders, and 14 Career & Technical Education Districts !
- More than 1,111,000 students attend publicly funded K-12 schools in Arizona. Approximately 874,000 of those students attend one of more than 2,000 district public schools, with the remaining 237,000 attending one of more than 700 charter schools in the state.
- Arizona is home to 57,643 K-12 teachers currently in the classroom. 47,719 work in district K-12 schools and 9,924 work in charter schools. There are an additional 51,644 certified teachers in the state that are serving in positions outside of a classroom or may not be working within education.
State Accountability Overview
Overview of the State’s Accountability System under Title I
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 further input.
Each school’s A-F Letter Grade profile also includes the proficiency and academic growth of English language learners, indicators that an elementary student is ready for success in high school, measures of high school students’ readiness 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.
In March of the 2019-2020 school year, all Arizona school campuses were closed due to the COVID-19 pandemic.
As a result, the Arizona State Board of Education, acting on passed state legislation,
voted not to administer the statewide assessments, and to carry a school's 2018-2019 A-F letter grade forward
for the 2019-2020 school year. This decision was in keeping with a waiver granted by US Department of Education.
Federal Accountability Overview
The Federal Every Student Succeeds Act (ESSA) requires states to identify schools for Comprehensive Support and Improvement (CSI) for overall low student achievement or low graduation rate and Targeted Support and Improvement Schools (TSI) for low subgroup achievement. Schools are identified every three years.
In March of the 2019-2020 school year, all Arizona school campuses were closed due to the COVID-19 pandemic.
As a result, the US Department of Education retained existing CSI and TSI school designations for the 2019-2020 school year.
This decision was in keeping with a waiver granted by US Department of Education.
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
Student Achievement in State Academic Assessment Detailed Results
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No data available
Participation Rates: State Academic Assessment
This section displays information on the percentage of students taking a state mandated assessment.
Students with Significant Cognitive Disabilities Participation Rates: Alternate Assessment
This section displays information on number and percentage of students taking an Alternate Assessment. Arizona’s Alternate Assessment System consists of the Multi-State Alternate Assessment (MSAA) which is administered in Grades 3-8 and 11 in the content areas of ELA and Mathematics; and Science which is administered in grades 4, 8 and 10. These assessments are designed for students with significant cognitive disabilities and measures academic content that is aligned to the State’s Content Standards at their enrolled grade level.
In order for a student to participate in either of these Alternate Assessments, the student’s IEP Team must annually review the Alternate Assessment Eligibility Criteria and determine if the student meets all of the criteria to participate.
For participation guidelines and eligibility determination Click here.
Long Term Goals and Measure of Interim Progress: Proficiency
Every Student Succeeds Act (ESSA) requires states to set long term goals in order to measure student progress towards proficiency (English, math), graduation, English Learners, and other components.
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1) ESSA goals were set when “End of Course” assessments were available at the high school level. In 2020-2021 the state moved to only one assessment. Goals will be reset.
Proficiency: Actual vs Goals
Note:
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 report the percent passing as "97%". Likewise, we report the percent passing as "2%" if either 1% or 0% of students in a group pass.
3. ESSA goals were set when “End of Course” assessments were available at the high school level. In 2020-2021 the state moved to only one assessment. Goals will be reset.
Growth Performance
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
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.
English Learners' Progress Towards Proficiency: Actual vs Goals
Note:
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 report the percent passing as "Redacted or *". Likewise, we report the percent passing as "Redacted or *" if either 1% or 0% of students in a group pass.
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.
Long Term Goals and Measure of Interim Progress: Four Year Graduation Rate
Every Student Succeeds Act (ESSA) requires states to set long term goals in order to measure student progress towards proficiency (English, math), graduation, English Learners, and other components.
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*In 2017, Arizona changed its methodology for determining EL subgroup graduation rate.The graduation rate was determined by the number of 12th grade students who were still classified as EL students who graduated with their cohort. In 2017, this rate was determined by assessing the number of EL students who were ever classified during high school as EL and graduated with their cohort.
Graduation Rate: Actual vs Goals
Dropout Rate
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.
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.
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
Comprehensive Support and Improvement (CSI) Schools:
Comprehensive Support and Improvement Schools-Low Achievement (CSI-LA) are the lowest-performing 5% (minimum) of all schools receiving Title 1 funds.
Comprehensive Support and Improvement – Low Graduation Rate (CSI-G) are any high schools failing to graduate two-thirds or more of their students.
All federally identified schools are required to complete the Comprehensive Needs Assessment (CNA) and Integrated Action Plan (IAP) to improve student achievement and/or graduation rates, as well as monitoring and support protocols.
Strategies Implemented
- P1. Effective Leadership
- P2. Effective Teachers and Instruction
- P3. Effective Organization of Time
- P4. Effective Curriculum
- P5. Condition,Climate and Culture
- P6. Family and Community Engagement Subgroup addressed
Number of Schools Currently Identified for Comprehensive Support and Improvement (CSI) : 0
Comprehensive Support and Improvement-Low Graduation Rate Exit Criteria
- A minimum of two consecutive years of increased graduation rate.
- Implementation of school improvement goals, strategies and action steps in state required Integrated Action Plan relative to increasing graduation rate.
- Graduation rate of two-thirds or greater in culminating exit year.
Targeted Support and Improvement (TSI) Schools:
Additional Targeted Support and Improvement Schools (ATSI) are the schools that were first identified for SY 2018-19, based on Spring 2018 AzMERIT scores. They are any school with any subgroup of students, that on its own, would lead to identification as a Comprehensive Support and Improvement School. They are reidentified every three years. If they don’t meet exit criteria by the end of the 4th year, they become Comprehensive Support and Improvement Schools.
Number of Schools Currently Identified for Additional Targeted Support and Improvement (ATSI): 0
Exit Criteria for Additional Targeted Support and Improvement Schools
- A minimum of two years of consecutive increased subgroup achievement.
- Schools identified for ATSI in 2022 have a one-time opportunity to exit in one year due a COVID Impact Waiver.
- Implementation of school improvement goals, strategies and action steps relative to subgroup achievement in state required Integrated Action Plan.
- No subgroup on its own meets criteria for CSI low achievement identification.
Any Title 1 ATSI school that does not exit after four years, is identified as a Comprehensive Support and Improvement School-Low Achievement.
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.
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.
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*Rounds to zero.
**Reporting standards not met.
**Reporting standards not met.
Arts Education in Arizona
The Arts Education Data Project is a report by the Arizona Department of Education, the Arizona Commission on the Arts, and Arizona Citizens for the Arts that offers new insights into K-12 arts instruction in Arizona schools. Information is self-reported through the Arizona Department of Education’s Statewide Longitudinal Data Systems (SLDS) for K-12 public schools during the 2013-2024 school years. Data is updated annually by project partners with an approximate 18-month delay.
Communities and parents can use this tool to view rates of student access and participation in K-12 arts instruction by grade level and artistic discipline (Dance, Media Arts, Music, Theatre, Visual Arts) for each district or school across the state.
For more information on Arts Education in Arizona click here.
Physical Education in Arizona
Communities and parents can use this tool to view rates of student access and participation in K-12 physical education instruction by grade level and student sub-population for each district or school across the state.
For more information on the Arizona Physical Education Data Project click here.
