Dear Parent: The people of Arizona are entitled to know how their student test scores compare with those of other states. I’m pleased to report that Arizona students perform above the national average. In grades two through nine, all students take the Terra Nova, a national test. As shown on page 1 in this booklet, Arizona students perform above the national average. In the Scholastic Aptitude Test, and the ACT college entrance test, Arizona students also perform above the national average. In a RAND study of NAEP (National Assessment of Education Progress) scores, adjusted for family characteristics, Arizona students also performed above the national average (www.rand.org/pubs/technical_ reports/TR381/). Continued inside 1 NAEP Assessment of Educational Progress (NAEP) Reading and Mathematics, 2007 If you would like more information about the NAEP assessments please go to https://www.ade.az.gov/standards/naep State Data Mathematics Grade 4 Achievement Arizona Students White Black Hispanic Asian/Pacific Islander American Indian Eligible for NSLP Students w/Disability Limited English Proficient Participation Rate Students w/Disability Limited English Proficient Reading Grade 4 Below Basic Basic (Grade Level) 26 11 41 39 9 45 40 54 64 43 41 43 46 33 40 45 33 30 Proficient Advanced 27 40 15 15 44 14 15 11 5 Achievement 4 8 1 # 15 1 1 2 1 Arizona Students White Black Hispanic Asian/Pacific Islander American Indian Eligible for NSLP Students w/Disability Limited English Proficient Percent Participation Rate 81 90 Students w/Disability Limited English Proficient Mathematics Grade 8 Achievement Arizona Students White Black Hispanic Asian/Pacific Islander American Indian Eligible for NSLP Students w/Disability Limited English Proficient Participation Rate Students w/Disability Limited English Proficient Below Basic Basic (Grade Level) 44 29 48 58 20 67 59 74 84 32 35 32 29 34 24 28 17 13 Proficient Advanced 20 29 18 12 36 7 11 8 3 5 8 2 2 10 2 2 1 # Percent 69 77 Reading Grade 8 Below Basic Basic (Grade Level) 34 19 42 48 11 50 48 73 76 40 41 43 39 37 38 39 22 20 Proficient Advanced 21 32 13 11 30 12 12 4 3 Achievement 5 8 2 1 22 1 1 # 1 Arizona Students White Black Hispanic Asian/Pacific Islander American Indian Eligible for NSLP Students w/Disability Limited English Proficient Percent Participation Rate 73 88 Students w/Disability Limited English Proficient Below Basic Basic (Grade Level) 35 20 42 50 15 58 50 76 80 41 43 39 39 37 33 39 19 16 Proficient Advanced 22 34 19 10 40 8 11 5 3 Percent 63 76 NAEP's definition of "proficiency" differs from how the word is understood in ordinary language. It requires the ability to handle "challenging" material, which can exclude people who read and do math perfectly well for everyday life. NAEP's "basic level" is more comparable to the "proficient" definition in most states. Notes: # rounds to zero Rows may not add up to 100% due to rounding. NAEP does not offer an alternative assessment therefore participation rates may vary from the state assessment. NAEP does not disaggregate data to the district level. 2 2 3 1 # 8 1 1 # # Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested Number Tested Mathematics Grade 3 2008 10 19 49 22 71 55 99 83,629 2009 9 18 52 20 72 55 99 84,302 2008 9 19 51 21 72 55 99 40,742 2009 8 19 54 19 73 55 99 41,168 2008 11 18 48 22 70 55 99 42,887 2009 10 18 51 21 72 55 99 43,134 2008 17 23 48 12 60 55 98 4,697 2009 15 24 49 12 61 55 98 4,970 2008 4 10 44 42 86 55 99 2,458 2009 5 10 48 37 85 55 99 2,546 2008 14 24 50 12 62 55 99 36,452 2009 11 24 53 12 65 55 99 36,153 2008 18 30 45 8 53 55 98 4,471 2009 16 30 48 7 55 55 98 4,349 2008 5 12 50 33 83 55 99 35,551 2009 5 11 53 31 84 55 99 36,284 Economically Disadvantaged 2008 15 25 49 12 61 55 99 45,277 2009 12 24 52 12 64 55 99 46,852 Students with Disabilities 2008 30 28 33 9 42 55 98 10,957 2009 26 27 36 11 47 55 98 11,958 Limited English Proficient 2008 22 33 42 4 46 55 100 15,455 2009 20 36 42 3 45 55 99 13,465 2008 13 36 44 7 51 55 100 205 2009 16 29 49 6 55 55 100 167 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 3 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested Number Tested Reading Grade 3 2008 8 24 56 13 69 63 99 83,634 2009 6 22 58 14 72 63 99 83,538 2008 6 22 58 15 73 63 99 40,743 2009 5 20 60 16 76 63 99 40,898 2008 10 26 53 11 64 63 99 42,891 2009 8 24 56 12 68 63 99 42,640 2008 10 28 54 8 62 63 98 4,698 2009 9 27 56 9 65 63 98 4,929 2008 3 14 58 24 82 63 99 2,458 2009 4 13 59 24 83 63 99 2,522 2008 11 32 52 6 58 63 99 36,450 2009 9 29 55 7 62 63 99 35,830 2008 11 37 48 3 51 63 98 4,471 2009 11 35 50 4 54 63 98 4,291 2008 4 14 60 21 81 63 99 35,557 2009 4 13 61 22 83 63 99 35,966 Economically Disadvantaged 2008 11 32 51 6 57 63 99 45,271 2009 9 29 55 7 62 63 99 46,328 Students with Disabilities 2008 29 37 30 4 34 63 98 10,956 2009 26 36 32 6 38 63 98 11,173 Limited English Proficient 2008 19 46 34 1 35 63 99 15,451 2009 17 46 36 1 37 63 99 13,399 2008 11 46 40 3 43 63 100 205 2009 12 30 55 4 59 63 100 165 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 4 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Percent Tested Number Tested Writing Grade 3 2008 6 18 66 10 76 99 83,519 2009 4 17 73 6 79 98 82,616 2008 4 13 70 14 84 99 40,718 2009 3 12 78 8 86 99 40,581 2008 8 23 62 6 68 99 42,801 2009 6 22 69 3 72 98 42,035 2008 8 21 63 8 71 98 4,685 2009 6 20 70 4 74 97 4,873 2008 4 9 65 22 87 99 2,453 2009 4 9 74 13 87 98 2,495 2008 8 22 64 6 70 99 36,388 2009 5 20 71 3 74 98 35,470 2008 9 24 62 5 67 98 4,459 2009 7 25 66 2 68 96 4,207 2008 4 13 68 14 82 99 35,534 2009 3 13 76 8 84 98 35,571 Economically Disadvantaged 2008 8 23 63 6 69 99 45,191 2009 5 21 70 3 73 98 45,745 Students with Disabilities 2008 22 33 42 3 45 98 10,929 2009 14 39 46 1 47 91 10,341 Limited English Proficient 2008 13 30 55 2 57 99 15,403 2009 8 31 60 1 61 99 13,309 2008 8 21 66 4 70 100 205 2009 4 21 75 1 76 99 163 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 5 Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested Number Tested 2008 11 15 49 25 74 63 99 82,042 2009 10 16 46 28 74 63 99 83,768 2008 10 15 51 25 76 63 99 40,024 2009 9 16 47 28 75 63 99 40,719 2008 12 15 49 25 74 63 99 42,018 2009 12 16 44 29 73 63 99 43,049 2008 18 18 49 15 64 63 98 4,752 2009 17 20 46 18 64 63 99 4,926 2008 5 7 42 46 88 63 99 2,403 2009 5 8 37 50 87 63 99 2,565 2008 14 19 50 16 66 63 99 35,123 2009 13 20 48 19 67 63 99 35,689 2008 20 24 46 10 56 63 98 4,179 2009 18 26 43 12 55 63 98 4,508 2008 6 9 50 35 85 63 99 35,585 2009 5 10 45 40 85 63 99 36,080 Economically Disadvantaged 2008 16 20 50 15 65 63 99 43,063 2009 14 21 47 18 65 63 99 46,029 Students with Disabilities 2008 33 24 34 8 42 63 98 11,122 2009 32 24 32 12 44 63 98 12,142 Limited English Proficient 2008 27 29 40 4 44 63 100 13,001 2009 26 32 37 4 41 63 99 11,939 2008 15 23 48 13 61 63 98 234 2009 12 27 47 13 60 63 98 219 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant Year Percent Falls Far Below Mathematics Grade 4 This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 6 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested Number Tested Reading Grade 4 2008 9 21 60 9 69 56 99 82,061 2009 8 19 60 12 72 56 99 82,981 2008 7 20 63 10 73 56 99 40,032 2009 6 18 63 13 76 56 99 40,427 2008 12 22 57 8 65 56 99 42,029 2009 11 21 58 10 68 56 99 42,554 2008 13 25 57 5 62 56 98 4,754 2009 13 24 56 7 63 56 99 4,866 2008 4 13 67 15 82 56 99 2,401 2009 5 10 64 21 85 56 99 2,543 2008 13 28 54 4 58 56 99 35,126 2009 12 26 56 6 62 56 99 35,357 2008 15 34 48 2 50 56 98 4,182 2009 13 33 51 3 54 56 98 4,453 2008 5 12 67 16 83 56 99 35,598 2009 4 11 66 18 84 56 99 35,762 Economically Disadvantaged 2008 14 29 54 4 58 56 99 43,074 2009 12 26 56 5 61 56 99 45,508 Students with Disabilities 2008 34 31 32 3 35 56 98 11,129 2009 33 30 32 5 37 56 98 11,344 Limited English Proficient 2008 27 45 28 0 28 56 100 13,001 2009 24 45 30 1 31 56 99 11,874 2008 15 38 44 4 48 56 98 234 2009 13 38 45 4 49 56 98 218 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 7 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Percent Tested Number Tested Writing Grade 4 2008 4 26 67 3 70 99 82,019 2009 2 15 80 3 83 98 82,172 2008 3 19 73 5 78 99 40,035 2009 1 9 85 5 90 99 40,143 2008 6 32 60 2 62 99 41,984 2009 3 20 75 2 77 98 42,029 2008 6 29 63 2 65 98 4,753 2009 3 19 76 2 78 97 4,810 2008 3 15 74 8 82 99 2,397 2009 2 8 82 9 91 99 2,524 2008 6 31 62 1 63 99 35,105 2009 2 18 78 1 79 98 35,041 2008 6 33 60 1 61 98 4,185 2009 3 20 76 2 78 97 4,388 2008 3 20 72 5 77 99 35,579 2009 1 11 83 5 88 98 35,409 Economically Disadvantaged 2008 6 32 60 1 61 99 43,061 2009 3 19 77 1 78 98 45,001 Students with Disabilities 2008 16 46 37 1 38 98 11,106 2009 8 40 51 1 52 91 10,520 Limited English Proficient 2008 11 45 44 0 44 99 12,979 2009 4 31 65 0 65 99 11,823 2008 5 30 64 0 64 99 236 2009 2 18 79 0 79 98 218 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 8 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Percent Tested Number Tested Science Grade 4 2008 21 25 35 19 54 93 76,842 2009 17 26 37 21 58 98 81,697 2008 21 27 36 17 53 93 37,686 2009 16 26 38 20 58 98 39,816 2008 22 24 34 20 54 92 39,156 2009 18 25 35 22 57 98 41,881 2008 29 29 32 10 42 92 4,436 2009 24 31 32 13 45 97 4,789 2008 11 18 38 32 70 95 2,292 2009 9 16 38 36 74 98 2,517 2008 31 32 29 8 37 93 32,753 2009 25 33 33 10 43 98 34,888 2008 37 33 25 5 30 90 3848 2009 30 36 28 6 34 94 4284 2008 10 18 41 31 72 93 33513 2009 8 17 42 33 75 98 35219 Economically Disadvantaged 2008 32 31 29 8 37 92 39934 2009 25 32 33 10 43 98 44759 Students with Disabilities 2008 44 27 21 8 29 85 9654 2009 39 28 23 10 33 97 11159 Limited English Proficient 2008 57 32 11 1 12 93 12101 2009 50 37 13 1 14 98 11712 2008 40 35 23 2 25 90 214 2009 34 35 25 6 31 98 217 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 9 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested Number Tested Mathematics Grade 5 2008 13 18 50 20 70 47 99 81,580 2009 10 18 49 23 72 47 99 82,352 2008 11 19 51 19 70 47 99 39,705 2009 9 18 51 22 73 47 99 40,065 2008 14 17 48 21 69 47 99 41,875 2009 12 17 47 24 71 47 99 42,287 2008 21 22 47 11 58 47 98 4,642 2009 17 23 47 13 60 47 99 4,982 2008 6 9 43 43 86 47 99 2,316 2009 6 8 40 47 87 47 99 2,452 2008 17 24 49 11 60 47 99 34,940 2009 13 23 50 14 64 47 99 34,537 2008 23 26 44 7 51 47 98 4,084 2009 21 27 43 9 52 47 98 4,371 2008 6 12 52 30 82 47 99 35,598 2009 6 11 49 33 82 47 99 36,010 Economically Disadvantaged 2008 18 24 48 10 58 47 99 42,741 2009 15 23 49 13 62 47 99 44,479 Students with Disabilities 2008 41 26 28 5 33 47 98 11,001 2009 36 26 31 7 38 47 98 11,846 Limited English Proficient 2008 37 33 28 2 30 47 99 10,288 2009 32 36 30 2 32 47 99 8,768 2008 22 26 46 6 52 47 100 231 2009 20 24 44 12 56 47 99 278 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 10 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested Number Tested Reading Grade 5 2008 9 22 60 8 68 55 99 81,602 2009 8 18 62 11 73 55 99 81,619 2008 7 21 63 9 72 55 99 39,715 2009 6 17 65 12 77 55 99 39,815 2008 12 24 57 8 65 55 99 41,887 2009 11 20 60 10 70 55 99 41,804 2008 14 26 56 4 60 55 98 4,641 2009 12 23 59 6 65 55 99 4,935 2008 5 13 65 17 82 55 99 2,315 2009 5 9 66 20 86 55 99 2,436 2008 14 30 53 4 57 55 99 34,943 2009 12 24 59 5 64 55 99 34,206 2008 16 35 47 2 49 55 98 4,085 2009 14 31 51 4 55 55 98 4,313 2008 4 14 68 14 82 55 99 35,618 2009 4 11 67 18 85 55 99 35,729 Economically Disadvantaged 2008 14 30 52 3 55 55 99 42,758 2009 12 25 58 5 63 55 99 43,998 Students with Disabilities 2008 35 34 28 2 30 55 98 11,010 2009 34 31 31 4 35 55 98 11,110 Limited English Proficient 2008 34 46 20 0 20 55 99 10,282 2009 31 44 26 0 26 55 99 8,707 2008 22 32 45 0 45 55 100 231 2009 19 26 53 2 55 55 99 274 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 11 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Percent Tested Number Tested Writing Grade 5 2008 3 32 63 2 65 99 81,573 2009 3 17 76 3 79 98 80,851 2008 2 23 72 3 75 99 39,726 2009 2 12 82 5 87 99 39,567 2008 5 40 55 1 56 99 41,847 2009 5 23 71 2 73 98 41,284 2008 5 35 59 1 60 98 4,641 2009 5 21 72 2 74 98 4,889 2008 3 18 74 5 79 99 2,316 2009 3 8 79 9 88 99 2,418 2008 4 37 58 1 59 99 34,932 2009 4 21 73 2 75 98 33,870 2008 5 42 52 1 53 98 4,077 2009 6 27 66 1 67 96 4,245 2008 2 26 70 3 73 99 35,607 2009 2 12 81 5 86 99 35,429 Economically Disadvantaged 2008 5 39 56 1 57 99 42,734 2009 5 23 71 1 72 98 43,502 Students with Disabilities 2008 13 55 31 0 31 98 11,006 2009 16 42 42 1 43 91 10,339 Limited English Proficient 2008 11 54 35 0 35 99 10,271 2009 11 40 48 0 48 99 8,642 2008 6 41 53 0 53 100 231 2009 5 25 68 2 70 98 272 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 12 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested Number Tested Mathematics Grade 6 2008 17 16 49 18 67 54 99 81,994 2009 16 16 47 21 68 54 99 81,994 2008 15 16 51 18 69 54 99 40,229 2009 14 16 49 21 70 54 99 39,752 2008 19 16 47 18 65 54 99 41,765 2009 18 16 45 21 66 54 99 42,242 2008 24 21 46 9 55 54 98 4,604 2009 25 19 45 12 57 54 99 4,877 2008 6 8 46 40 86 54 99 2,344 2009 8 9 41 43 84 54 100 2,460 2008 22 21 47 10 57 54 99 33,939 2009 21 20 47 12 59 54 99 34,254 2008 30 23 42 6 48 54 97 4,270 2009 28 24 40 8 48 54 98 4,223 2008 9 11 52 28 80 54 99 36,837 2009 9 11 48 31 79 54 99 36,180 Economically Disadvantaged 2008 24 21 46 9 55 54 99 41,189 2009 22 20 46 12 58 54 99 43,452 Students with Disabilities 2008 52 22 22 4 26 54 97 10,494 2009 50 20 25 6 31 54 98 11,219 Limited English Proficient 2008 50 26 23 1 24 54 99 8,630 2009 49 26 23 2 25 54 99 7,258 2008 30 19 42 9 51 54 98 248 2009 24 25 42 8 50 54 100 271 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 13 Female Male African American Asian Hispanic Native American White Economically Disadvantaged Students with Disabilities Limited English Proficient Migrant 68 56 99 82,021 6 71 56 99 81,271 2008 7 21 63 9 72 56 99 40,245 Number Tested 8 65 Percent Tested 60 21 Annual Objective 22 9 Percent Exceeds 10 Percent Meets 2008 2009 Percent Approaches Percent Falls Far Below All Students Year Subgroup Percent Pass Reading Grade 6 2009 6 20 68 6 74 56 99 39,478 2008 12 23 58 7 65 56 99 41,776 2009 11 23 62 5 67 56 99 41,793 2008 12 26 57 4 61 56 98 4,605 2009 12 26 59 2 61 56 99 4,821 2008 5 12 66 18 84 56 99 2,347 2009 6 12 71 12 83 56 100 2,446 2008 14 30 53 3 56 56 99 33,948 33,926 2009 12 29 57 2 59 56 99 2008 17 35 46 2 48 56 97 4,274 2009 14 35 50 2 52 56 98 4,186 2008 5 13 68 14 82 56 99 36,847 2009 4 13 74 9 83 56 99 35,892 2008 15 30 52 3 55 56 99 41,207 2009 13 29 56 2 58 56 99 42,980 2008 38 35 26 1 27 56 97 10,507 10,491 2009 36 34 28 3 31 56 98 2008 39 45 16 0 16 56 99 8,633 2009 38 46 16 0 16 56 99 7,187 2008 18 33 47 1 48 56 98 248 2009 17 35 48 0 48 56 100 270 This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 14 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Percent Tested Number Tested Writing Grade 6 2008 5 24 67 5 72 99 81,934 2009 2 12 79 7 86 98 80,541 2008 3 17 74 6 80 99 40,259 2009 1 7 82 10 92 99 39,233 2008 7 30 61 3 64 99 41,675 2009 3 17 76 4 80 98 41,308 2008 6 26 65 3 68 98 4,608 2009 3 15 77 5 82 98 4,764 2008 3 13 73 12 85 99 2,342 2009 3 6 76 15 91 99 2,426 2008 6 28 63 3 66 99 33,904 2009 2 15 78 4 82 98 33,617 2008 8 33 57 1 58 97 4,272 2009 4 17 76 3 79 97 4,137 2008 3 19 72 6 78 99 36,808 2009 1 9 80 11 91 98 35,597 Economically Disadvantaged 2008 7 30 61 2 63 99 41,158 2009 3 16 77 4 81 98 42,517 Students with Disabilities 2008 20 46 33 1 34 97 10,463 2009 11 38 50 1 51 91 9,749 Limited English Proficient 2008 19 45 36 0 36 99 8,598 2009 9 35 56 0 56 98 7,125 2008 8 25 63 4 67 98 249 2009 4 10 83 3 86 99 269 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 15 Female Male African American Asian Hispanic Native American White Economically Disadvantaged Students with Disabilities Limited English Proficient Migrant 71 58 99 81,103 19 73 58 99 82,228 2008 10 16 55 19 74 58 99 39,611 Number Tested 18 54 Percent Tested 53 15 Annual Objective 17 11 Percent Exceeds 12 Percent Meets 2008 2009 Percent Approaches Percent Falls Far Below All Students Year Subgroup Percent Pass Mathematics Grade 7 2009 9 15 56 19 75 58 99 40,267 2008 14 17 51 17 68 58 98 41,492 2009 13 16 52 19 71 58 98 41,961 2008 19 22 50 9 59 58 98 4,570 2009 17 20 54 9 63 58 98 4,809 2008 5 7 48 40 88 58 99 2,404 2009 5 6 46 42 88 58 99 2,473 2008 17 22 52 9 61 58 99 33,166 33,437 2009 15 20 54 11 65 58 99 2008 21 27 46 6 52 58 97 4,256 2009 20 24 49 7 56 58 97 4,402 2008 7 11 56 27 83 58 99 36,707 2009 7 11 55 28 83 58 99 37,107 2008 18 23 50 9 59 58 99 39,235 2009 16 20 53 11 64 58 99 41,562 2008 46 27 25 2 27 58 97 9,971 10,567 2009 42 24 28 5 33 58 97 2008 40 32 27 1 28 58 99 8,483 2009 39 32 27 1 28 58 99 6,945 2008 22 26 46 6 52 58 100 236 2009 20 20 51 9 60 58 100 281 This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 16 All Students Female Male African American Asian Hispanic Native American White Economically Disadvantaged Students with Disabilities Limited English Proficient Migrant Number Tested Percent Tested Annual Objective Percent Pass Percent Exceeds Percent Meets Percent Approaches Percent Falls Far Below Subgroup Year Reading Grade 7 2008 9 21 62 8 70 59 99 81,118 2009 8 20 65 8 73 59 99 81,516 2008 6 19 66 9 75 59 99 39,617 2009 5 17 68 9 77 59 99 39,985 2008 12 23 58 7 65 59 98 41,501 2009 10 22 61 7 68 59 98 41,531 2008 12 25 59 4 63 59 98 4,570 2009 10 24 61 5 66 59 98 4,765 2008 5 11 66 19 85 59 99 2,404 2009 5 10 68 17 85 59 99 2,453 2008 13 28 55 3 58 59 99 33,168 33,109 2009 11 26 59 4 63 59 99 2008 13 33 51 2 53 59 97 4,260 2009 13 30 54 2 56 59 97 4,342 2008 4 13 69 13 82 59 99 36,716 2009 4 12 71 12 83 59 99 36,847 2008 14 29 54 3 57 59 99 39,249 2009 11 27 59 3 62 59 99 41,089 2008 36 37 26 1 27 59 97 9,972 2009 34 35 28 3 31 59 97 9,854 2008 36 45 19 0 19 59 99 8,481 2009 34 47 19 0 19 59 99 6,869 2008 17 36 47 0 47 59 100 236 2009 14 31 52 3 55 59 100 277 This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 17 All Students Female Male African American Asian Hispanic Native American White Economically Disadvantaged Students with Disabilities Limited English Proficient Migrant Number Tested Percent Tested Percent Pass Percent Exceeds Percent Meets Percent Approaches Percent Falls Far Below Subgroup Year Writing Grade 7 2008 3 32 63 2 65 99 81,163 2009 3 14 80 3 83 98 80,866 2008 2 24 71 3 74 99 39,640 2009 1 9 85 5 90 98 39,738 2008 4 40 55 1 56 99 41,523 2009 4 19 75 2 77 98 41,128 2008 4 35 59 2 61 98 4,565 2009 4 16 78 2 80 97 4,728 2008 2 16 74 7 81 99 2,401 2009 3 7 79 11 90 98 2,427 2008 4 39 56 1 57 99 33,190 32,821 2009 4 19 76 1 77 98 2008 4 45 51 1 52 97 4,268 2009 4 22 73 1 74 96 4,298 2008 1 25 70 3 73 99 36,739 2009 2 10 84 5 89 98 36,592 2008 5 41 54 1 55 99 39,285 2009 4 20 75 1 76 98 40,664 2008 13 61 26 0 26 97 9,959 2009 14 40 45 0 45 90 9,111 2008 13 61 26 0 26 99 8,474 2009 13 39 48 0 48 98 6,783 2008 3 46 49 1 50 100 236 2009 2 22 74 3 77 98 273 This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 18 All Students Female Male African American Asian Hispanic Native American White Economically Disadvantaged Students with Disabilities Limited English Proficient Migrant Number Tested Percent Tested Annual Objective Percent Pass Percent Exceeds Percent Meets Percent Approaches Percent Falls Far Below Subgroup Year Mathematics Grade 8 2008 20 18 49 13 62 38 99 80,807 2009 17 19 48 15 63 38 99 80,719 2008 19 19 50 12 62 38 99 39,655 2009 16 20 49 15 64 38 99 39,408 2008 22 17 47 13 60 38 98 41,152 2009 19 18 47 16 63 38 98 41,311 2008 30 22 43 5 48 38 98 4,607 2009 27 24 42 8 50 38 98 4,835 2008 9 10 50 31 81 38 99 2,265 2009 7 10 47 36 83 38 99 2,531 2008 28 23 43 6 49 38 99 32,830 32,494 2009 24 24 44 8 52 38 99 2008 33 25 39 3 42 38 97 4,433 2009 29 28 37 5 42 38 96 4,183 2008 11 14 55 19 74 38 99 36,672 2009 10 14 53 23 76 38 99 36,676 2008 30 23 42 5 47 38 99 37,937 2009 25 24 43 8 51 38 99 39,688 2008 60 21 18 1 19 38 97 9,578 10,445 2009 53 21 21 5 26 38 97 2008 59 24 17 1 18 38 99 7,963 2009 57 25 16 1 17 38 99 6,299 2008 33 23 38 5 43 38 99 263 2009 33 24 39 4 43 38 99 269 This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 19 Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested Number Tested 2008 11 22 60 7 67 54 99 80,833 2009 10 21 60 9 69 54 99 79,969 2008 8 21 63 8 71 54 99 39,671 2009 7 19 64 10 74 54 99 39,103 2008 13 23 57 6 63 54 98 41,162 2009 13 22 57 8 65 54 98 40,866 2008 15 26 56 3 59 54 98 4,611 2009 14 24 58 4 62 54 98 4,767 2008 6 13 67 14 81 54 99 2,265 2009 6 11 64 19 83 54 99 2,519 2008 16 30 52 3 55 54 99 32,843 2009 15 27 54 4 58 54 99 32,177 2008 18 34 46 2 48 54 97 4,440 2009 17 34 47 3 50 54 96 4,128 2008 5 14 70 11 81 54 99 36,674 2009 5 13 67 14 81 54 99 36,378 Economically Disadvantaged 2008 17 30 51 2 53 54 99 37,950 2009 15 28 54 4 58 54 99 39,205 Students with Disabilities 2008 41 36 22 1 23 54 97 9,582 2009 40 33 24 2 26 54 97 9,670 Limited English Proficient 2008 43 43 14 0 14 54 99 7,969 2009 45 40 14 0 14 54 99 6,248 2008 19 33 46 3 49 54 99 263 2009 21 29 49 1 50 54 99 264 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant Year Percent Falls Far Below Reading Grade 8 This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 20 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Percent Tested Number Tested Writing Grade 8 2008 2 22 74 2 76 99 80,879 2009 2 11 83 3 86 98 79,288 2008 1 15 80 3 83 99 39,720 2009 1 7 88 4 92 98 38,848 2008 3 28 68 1 69 98 41,159 2009 3 16 79 2 81 97 40,440 2008 4 23 72 1 73 98 4,609 2009 3 14 81 2 83 97 4,708 2008 2 10 82 6 88 99 2,264 2009 2 5 83 10 93 99 2,505 2008 3 30 66 1 67 99 32,859 2009 3 15 80 1 81 98 31,875 2008 3 29 66 1 67 97 4,457 2009 3 17 79 1 80 96 4,099 2008 1 14 82 3 85 99 36,690 2009 1 7 87 5 92 98 36,101 Economically Disadvantaged 2008 4 30 65 1 66 99 37,993 2009 3 16 79 1 80 98 38,783 Students with Disabilities 2008 11 52 38 0 38 97 9,570 2009 11 37 51 0 51 89 8,901 Limited English Proficient 2008 11 55 33 0 33 99 7,963 2009 11 37 52 0 52 98 6,179 2008 4 27 68 1 69 99 263 2009 2 15 81 2 83 98 260 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 21 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Percent Tested Number Tested Science Grade 8 2008 30 20 22 28 50 94 76,726 2009 25 19 24 32 56 97 78,574 2008 28 21 23 28 51 94 37,816 2009 24 20 25 31 56 97 38,454 2008 32 19 21 29 50 93 38,910 2009 27 18 23 32 55 97 40,120 2008 40 22 21 17 38 92 4,333 2009 35 22 22 21 43 97 4,691 2008 16 15 22 48 70 97 2,198 2009 12 11 23 54 77 98 2,495 2008 43 24 20 14 34 94 31,088 2009 36 23 23 17 40 97 31,601 2008 49 25 17 9 26 89 4098 2009 44 26 19 11 30 94 4026 2008 16 16 24 44 68 94 35009 2009 13 15 25 47 72 97 35761 Economically Disadvantaged 2008 44 23 19 14 33 93 35659 2009 37 23 22 18 40 97 38519 Students with Disabilities 2008 70 16 9 6 15 83 8251 2009 61 17 13 8 21 95 9470 Limited English Proficient 2008 81 13 4 1 5 92 7420 2009 79 15 5 1 6 97 6106 2008 52 23 14 10 24 96 256 2009 43 24 23 11 34 100 26 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 22 Year Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested Number Tested Mathematics High School 2008 20 12 54 14 68 40 98 74,259 2009 20 10 53 17 70 40 97 75,712 2008 18 12 55 14 69 40 98 36,867 2009 19 10 55 16 71 40 97 37,306 2008 22 12 52 15 67 40 97 37,392 2009 22 10 51 17 68 40 97 38,406 2008 29 15 49 7 56 40 97 4,275 2009 30 13 49 8 57 40 96 4,634 2008 8 7 48 37 85 40 98 2,036 2009 9 5 46 40 86 40 97 2,349 2008 28 15 50 6 56 40 97 28,079 2009 28 13 51 8 59 40 97 28,813 2008 35 19 43 4 47 40 96 4,246 2009 37 15 44 5 49 40 96 4,426 2008 11 8 59 22 81 40 98 35,623 2009 12 7 56 25 81 40 97 35,490 Economically Disadvantaged 2008 31 16 48 5 53 40 97 26,934 2009 29 13 50 7 57 40 98 30,010 Students with Disabilities 2008 62 16 21 1 22 40 94 7,499 2009 60 12 25 3 28 40 95 8,443 Limited English Proficient 2008 60 18 21 1 22 40 98 5,296 2009 65 15 20 1 21 40 97 4,059 2008 30 16 52 3 55 40 98 309 2009 32 16 48 4 52 40 99 320 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 23 Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Annual Objective Percent Tested 2008 6 21 66 7 73 49 98 75,311 2009 6 20 66 9 75 49 97 75,330 2008 4 20 68 8 76 49 98 37,353 2009 4 19 68 9 77 49 97 37,176 2008 7 22 65 6 71 49 97 37,958 2009 7 21 64 8 72 49 96 38,154 2008 8 25 64 3 67 49 97 4,320 2009 9 25 62 4 66 49 96 4,561 2008 3 12 70 15 85 49 98 2,039 2009 4 12 64 20 84 49 97 2,326 2008 9 31 58 2 60 49 98 28,628 2009 8 28 60 3 63 49 97 28,700 2008 10 36 52 1 53 49 97 4,343 2009 11 37 51 2 53 49 95 4,384 2008 2 11 75 12 87 49 98 35,981 2009 2 11 73 14 87 49 97 35,359 Economically Disadvantaged 2008 10 32 56 2 58 49 98 27,574 2009 9 29 58 3 61 49 97 29,917 Students with Disabilities 2008 25 44 30 1 31 49 94 7,713 2009 26 43 29 3 32 49 95 7,774 Limited English Proficient 2008 29 56 15 0 15 49 98 5,437 2009 31 53 16 0 16 49 97 4,063 2008 8 38 54 1 55 49 99 320 2009 10 32 56 1 57 49 99 321 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant Number Tested Year Reading High School This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 24 Percent Falls Far Below Percent Approaches Percent Meets Percent Exceeds Percent Pass Percent Tested 2008 4 27 61 7 68 98 75,111 2009 3 25 65 7 72 96 74,522 2008 3 22 66 10 76 98 37,312 2009 2 20 69 9 78 96 36,811 2008 6 32 57 5 62 97 37,799 2009 5 30 60 5 65 95 37,711 2008 6 30 59 5 64 97 4,304 2009 5 29 61 5 66 94 4,505 2008 3 15 62 20 82 98 2,041 2009 3 13 67 18 85 96 2,317 2008 6 36 55 3 58 97 28,527 2009 4 33 59 4 63 96 28,341 2008 8 42 49 2 51 96 4,303 2009 7 42 49 2 51 93 4,303 2008 2 19 68 11 79 98 35,936 2009 2 17 72 10 82 96 35,056 Economically Disadvantaged 2008 8 38 52 3 55 97 27,450 2009 5 35 56 3 59 96 29,410 Students with Disabilities 2008 20 55 24 0 24 93 7,650 2009 17 58 24 1 25 85 7,017 Limited English Proficient 2008 24 58 18 0 18 97 5,381 2009 22 61 17 0 17 95 4,007 2008 10 43 46 1 47 96 312 2009 4 47 48 1 49 98 317 Subgroup All Students Female Male African American Asian Hispanic Native American White Migrant Number Tested Year Writing High School This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 25 Male African American Asian Hispanic Native American White Economically Disadvantaged Students with Disabilities Limited English Proficient Migrant Percent Pass Percent Approaches 49 19 20 12 32 58 43,935 48 18 23 11 34 61 47,100 2008 49 20 20 11 31 59 22,135 Number Tested 2008 2009 Percent Tested Percent Exceeds Female Percent Meets All Students Year Subgroup Percent Falls Far Below Science High School 2009 48 19 23 10 33 61 23,204 2008 49 17 20 14 34 57 21,800 2009 48 17 22 13 35 61 23,896 2008 60 18 15 6 21 62 2,739 2009 59 18 17 6 23 66 3,141 2008 36 20 23 22 45 55 1,146 2009 33 17 30 20 50 56 1,349 2008 62 18 14 5 19 61 17,574 19585 2009 61 18 17 5 22 67 2008 68 18 11 3 14 62 2737 2009 69 17 12 3 15 70 3160 2008 33 19 27 20 47 54 19739 2009 31 19 31 20 51 55 19865 2008 63 18 14 5 19 61 16768 2009 61 18 17 5 22 68 20651 2008 84 8 6 2 8 47 3789 2009 75 9 11 5 16 68 5503 2008 92 6 2 0 2 55 2983 2009 93 4 2 0 2 71 2943 2008 72 14 12 2 14 61 191 2009 73 15 12 1 13 73 23 This table shows the AIMS results for the past two years. Results are shown as percent at each performance level and percent passing. Also shown are the percent of students tested. 26 NCLB Federal Accountability School Improvement Status Improvement Status 2008 2009 Year 1 105 111 Year 2 91 67 Corrective Action 46 55 Restructuring Implemented 14 40 Restructuring Planning 35 38 Out of School Improvement 14 31 Warning 162 117 Total Identified 291 311 Total Not-Identified 701 877 Number of Title I Schools Identified for Improvement. For status definitions, please see page 27. Adequate Yearly Progress (AYP)* School and District Year School AYP District AYP Met Not Met Met Not Met 2008 1360 512 341 219 2009 1425 490 348 224 *AYP: A measure of school performance as mandated by the federal government under the No Child Left Behind Act. AYP holds schools accountable for the performance of subgroups, as well as all students. AYP measures schools toward the goal of having 100 percent of all students proficient in state standards for reading and math by 2013-14. Statewide Four-Year Graduation Rates (percent) 2007 2008 All Students 73 75 Female 78 79 Male 69 71 African American 72 73 Asian/Pacific Islander 86 87 Hispanic 65 67 Native American 55 60 White 81 82 Limited English Proficient 46 48 Students with Disabilities 63 64 Economically Disadvantaged 65 66 Migrant 74 71 27 Average Daily Attendance Rates (percent) Grades 1-8 2009 All Students 95.2696 Asian/Pacific Islander 95.3199 African American 95.2222 Hispanic 95.3859 Native American 96.9996 White 95.2089 Female 93.3021 Male 95.4393 Limited English Proficient 95.4047 Students with Disabilities 93.3799 Economically Disadvantaged 94.8874 Migrant 95.9141 This table shows statewide performance on the additional indicator as required by the No Child Left Behind Act. AZ LEARNS - State Accountability Achievement Profile Number of Schools Excelling 395 Highly Performing 249 Performing Plus 609 Performing 577 Underperforming 46 Failing to Meet Academic Standards 19 This table shows the number of schools that have earned each of the AZ LEARNS profiles in 2008. AZ LEARNS is the system for evaluating schools required by state law. For profile definitions, please see page 41. Highly Qualified Teachers 2007-2008 Highest Degree Held Number of Teachers Bachelors 39,396 Other 139 Doctorate 179 Masters 11,645 Professional Qualifications of All Public K-12 School Teachers in the State 28 State (FY2009) High Poverty Schools (FY2009) Low Poverty Schools (FY2009) 6.6 8.6 3.6 Percentage of Core Academic Classes Not Taught by Highly Qualified Teachers Percentage of Public K-12 Teachers with Emergency/ Provisional Certification 3.6% Title I Schools Identified for Improvement Title I School Improvement - Year 1 – A Title I school that has not made adequate yearly progress (AYP) for two consecutive years. Upon identification, the school must: notify parents/legal guardians of the school status; develop and implement a School Improvement Plan within 90 days of the identification; set aside 10% of the schools Title I funds for professional development for teachers and the principal; the district must offer parents the option of transfer and support to the school in its school improvement efforts. Title I School Improvement - Year 2 – A Title I school that has not made adequate yearly progress (AYP) for three consecutive years. Upon identification, the school must: notify parents/legal guardians of the school status; develop and implement a School Improvement Plan within 90 days of the identification; set aside 10% of the schools Title I funds for professional development for teachers and the principal; the district must offer parents the option of transfer and offer supplemental educational services to eligible students, and offer support to the school in its school improvement efforts. Title I School Improvement - Year 3 or Corrective Action – A Title I school that has not made adequate yearly progress (AYP) for four consecutive years. Upon identification, the school must: notify parents/legal guardians of the school status; develop and implement a School Improvement Plan within 90 days of the identification; set aside 10% of the schools Title I funds for professional development for teachers and the principal; the district must offer parents the option of transfer and offer supplemental educational services to eligible students, and offer support to the school in its school improvement efforts. In addition, the school must choose and implement at least one of six corrective actions. See Section 1116(b)(7) of NCLB for a list of the corrective action options. Title I School Improvement - Year 4 or Restructuring (Planning Phase) – A Title I school that has not made adequate yearly progress (AYP) for five consecutive years. Upon identification, the school must: notify parents/legal guardians of the school status; develop and implement a School Improvement Plan within 90 days of the identification; set aside 10% of the schools Title I funds for professional development for teachers and the principal; the district must offer parents the option of transfer and offer supplemental educational services to eligible students, and offer support to the school in its school improvement efforts. In addition, the school must prepare a restructuring plan and make necessary arrangements to carry out one of three restructuring activities. See Section 1116(b)(8) of NCLB for a list of the restructuring activities. Title I School Improvement - Year 5 or Restructuring (Implementation Phase) – A Title I school that has not made adequate yearly progress (AYP) for six consecutive years. Upon identification, the school must: notify parents/legal guardians of the school status; develop and implement a School Improvement Plan within 90 days of the identification; set aside 10% of the schools Title I funds for professional development for teachers and the principal; the district must offer parents the option of transfer and offer supplemental educational services to eligible students, and offer support to the school in its school improvement efforts. In addition, the school must implement the restructuring plan. Out of School Improvement – A Title I school that has made adequate yearly progress (AYP) for two consecutive years and is no longer identified. Total Identified – Total number of Title I schools identified for Title I school improvement. Total Not-Identified – Total number of Title I and non-Title I schools identified as making adequate yearly progress (AYP). Title I School – any school that receives Federal Title I funds; the school agrees to the accountability measures mandated by the No Child Left Behind Act of 2001 (NCLB). 29 AZ LEARNS - State Accountability Excelling - meets or exceeds state performance and state progress goals and has the requisite percentage of students “Exceeding the Standard” category on AIMS. School performance was at or above the state baseline and/or the school made adequate growth during the past three years. Additionally, the school met the performance threshold required for Excelling schools with a certain percentage of their students exceeding the standard on the Arizona Instrument to Measure Standards (AIMS) over the past three years. Highly Performing - meets or exceeds state performance and state progress goals and has the requisite percentage of students “Exceeding the Standard” category on AIMS. School receives total scale value placing it in the Highly Performing classification. School performance was at or above the state baseline and/or the school made adequate growth during the past three years. Additionally, the school met the performance threshold required for Highly Performing schools with a certain percentage of their students “Exceeds the Standard” category on the Arizona Instrument to Measure Standards (AIMS) over the past three years. Performing - meets state performance goals, and meets state progress goals. School receives total scale value placing it in the Performing classification. School performance was at or above the state baseline and/or the school made adequate growth during the past three years. Performing Plus - above state performance goals, however the number of students exceeding the standard on the AIMS test is not sufficient to earn a highly performing or excelling label. Underperforming - needs to meet state performance and state progress goals. School receives total scale value placing it in the Underperforming classification. School performance was below the state baseline and did not make adequate growth, or the school started above the state baseline and did not make adequate growth during the past three years. Failing to Meet the Academic Standards - needs to meet state performance and state progress goals. School performance has been designated as Underperforming for three consecutive years and a site review determined that the designation of Failing to Meet the Academic Standards was warranted. 30 Arizona Department of Education Tom Horne, Superintendent of Public Instruction Research and Evaluation 602-542-5151 www.ade.az.gov ReportCards@ade.az.gov The distribution of this report is mandated by the No Child Left Behind Act. The contents of this publication were developed with funds allocated by the U.S. Department of Education under Title I, Part A of the No Child Left Behind Act. The distribution of this report is mandated by the No Child Left Behind Act. The contents of this publication were developed with funds allocated by the U.S. Department of Education under Title I, Part A of the No Child Left Behind Act. The Arizona Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, religion, sexual orientation or age in its programs, activities or in its hiring and employment practices. The following division has been designated to handle inquiries regarding the nondiscrimination policies: Administrative Services, 1535 W. Jefferson, Phoenix, AZ 85007, Phone: (602) 542-3186, Fax: (602) 542-3073 Research and Evaluation 602-542-5151 • www.ade.az.gov • ReportCards@ade.az.gov Printed in Phoenix, AZ by the Arizona Department of Education. Copies: 1,169,000, Total Cost: $80,099.76, Unit Cost: $.0685, Date: 3/08 31