A few quick facts about Arizona’s K-12 education system:
A few quick facts about Arizona’s K-12 education system:
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.
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 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 the 2020-2021 school year, Arizona schools continued to adjust to the COVID-19 pandemic and impact to students. As a result, the US Department of Education retained existing CSI and TSI school designations for the 2019-2020 and 2020-2021 school year. This decision was in keeping with a waiver granted by US Department of Education.
The Federal Every Student Succeeds Act (ESSA) requires states to identify schools for Comprehensive Support and Improvement (CSI) for overall low student achievement and low graduation rate, Additional Targeted Support and Improvement Schools (ATSI) for low subgroup achievement, and Targeted Support and Improvement (TSI) for schools with consistently underperforming subgroups.
The Federal Every Student Succeeds Act (ESSA) requires states to identify schools for Comprehensive Support and Improvement (CSI) for overall low student achievement and low graduation rate, Additional Targeted Support and Improvement Schools (ATSI) for low subgroup achievement, and Targeted Support and Improvement (TSI) for schools with consistently underperforming subgroups.
This section displays information on the percentage of students taking a state mandated assessment.
Assessment Participation Rate: {{storeState.fiscalYear}}
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Due to COVID-19, assessment participation rates were lower than previous years, which means fewer students were assessed than normal.
To see data on the percentage of students taking a state mandated assessment use the links below.
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.
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Students Taking Alternate Assessment: {{storeState.fiscalYear}}
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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 (%) |
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. 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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Percentage of Children in each setting (%) |
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Due to COVID-19, enrollment for preschool students with disabilities in the 2020-2021 school year significantly decreased from prior years across the state. As a result, enrollment counts for preschool students with disabilities may differ when compared to other years.
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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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.
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.
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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.
School year 2020-2021 assessment results should be reviewed cautiously as there were several impacts from COVID-19. Due to COVID-19, assessment participation rates were lower than previous years, which means fewer students were assessed than normal. It is also important to remember that the learning disruptions from COVID-19 may have impacted student learning and assessment results.
Note:
1. 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.
2. 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.
School year 2020-2021 assessment results should be reviewed cautiously as there were several impacts from COVID-19. Due to COVID-19, assessment participation rates were lower than previous years, which means fewer students were assessed than normal. It is also important to remember that the learning disruptions from COVID-19 may have impacted student learning and assessment results.
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.
NAEP - State vs National Average: {{reportingFiscalYear}}
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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
All Comprehensive Support and Improvement-Low Achievement Schools are expected to exit within four years of identification. If not, they will then be subject to more rigorous State-determined action.
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.
Additional Targeted Support and Improvement (ATSI) designations are calculated using the CSI criteria described below applied to each individual subgroup with an N-size of 20 or more.
The major subgroups are as follows:
Strategies Implemented
Any Title 1 ATSI school that does not exit after four years, is identified as a Comprehensive Support and Improvement School-Low Achievement.
Targeted Support and Improvement Schools (TSI) are any school in which any subgroup is two standard deviations below the statewide mean of all students during the prior three years of most current data.
All schools may be identified for TSI, regardless of Title 1 status. TSI identification occurs annually. Initial identification occurred in the Fall of 2022, using data from the 2021-2022, 2018-2019, and 2017-2018 school years. TSI schools are identified annually, therefore there are no exit criteria.
Strategies Implemented
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.
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.
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The grey bar that appears on this graph indicates potential impact from the COVID-19 pandemic which may impact how trends can be evaluated.
The grey bar that appears on this graph indicates potential impact from the COVID-19 pandemic which may impact how trends can be evaluated.
During the 2020-2021 school year due to COVID-19, the Office of English Language Acquisition Services (OELAS) waived the requirement for students to have a placement test in order to receive EL program services. The AZELLA results do not report the results of students who scored as initially proficient on their first AZELLA test. Consequently, these results do not include the AZELLA results of those students who received EL program services without a placement test but did score as initially proficient on their spring reassessment. Therefore, this data may be presenting a biased picture of the performance on the AZELLA test.
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.
Percent of preschool children with IEPs (Individualized Education Programs) who demonstrate improved:
a. Positive social-emotional skills (including social relationships),
b. Acquisition and use of knowledge and skills (including early language/communication and early literacy), and
c. Use of appropriate behaviors to meet their needs.
This shows data reported for Indicator 7 in the individuals with Disabilities Education Act Part B State Performance Plan/Annual Performance Report.
Note:
* In July of 2017 Teaching Strategies Gold changed their calculation methodology, which impacted the results in the following school year. Because of this, data comparisons for SY 13-14 through SY 16-17 may be made, but SY 17-18 represents a new standard of measure. Comparisons will be able to be made regarding SY 17-18 and future school year data going forward.
Preschool Child Outcomes: Data Trends Over Past 5-years
Note:
* In July of 2017 Teaching Strategies Gold changed their calculation methodology, which impacted the results in the following school year. Because of this, data comparisons for SY 13-14 through SY 16-17 may be made, but SY 17-18 represents a new standard of measure. Comparisons will be able to be made regarding SY 17-18 and future school year data going forward.
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.
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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.
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
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 subgroups achievement. Schools are identified every three years.
Targeted Support and Improvement Schools are any school in the state in which any subgroup of students (minimum of 20), on its own, would lead to identification as a CSI school. These schools are required to complete a comprehensive needs assessment, root cause analyses and Integrated Action Plan to improve student achievement in low achieving subgroups. Identified in 2018-19.
Comprehensive Support and Improvement Schools are the lowest-performing 5 percent (minimum) of all schools receiving Title 1 funds and all public high schools in the State failing to graduate two- thirds or more of their students. These schools are required to complete a comprehensive needs assessment, root cause analyses and Integrated Action Plan to improve student achievement and graduation rates.
Exit Criteria: CSI (low achievement)
Exit Criteria: CSI (low graduation rate)
All Comprehensive Support and Improvement Schools will be expected to exit within four years of identification, if not then they will be subject to “more rigorous State-determined action”.
Exit criteria for additional targeted support schools:
CSI identification will be after 4 years.
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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.
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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.
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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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 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.
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.
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 2013-2016 school years. Data is updated annually by project partners with an approximate 18-month delay.
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 2013-2022 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 (Visual Arts, Music, Dance, Theater) for each district or school across the state.
For more information on Arts Education in Arizona click here.
The Physical Education Data Project is a report by the Arizona Department of Education that offers new insights into K-12 physical education 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 2018-2022 school years. The first of its kind in the nation, data is updated annually with an approximate 18-month delay.
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.