State of Arizona Department of Education 2013-2014 State Report Card Arizona Department of Education State Report Card, 2013 - 2014 ADE Research & Evaluation Division 1 Table of Contents STUDENTS ....................................................................................................................................................... 3 Demographics and Graduation Rates ...................................................................................................... 3 AIMS Results ........................................................................................................................................... 5 Mathematics Grades 3 – High School ................................................................................................. 6 Reading Grades 3 – High School ...................................................................................................... 13 Science Grades 4, 8, and High School .............................................................................................. 20 Writing Grades 5, 6, 7 and High School .............................................................................................. 23 NAEP Assessment of Educational Progress Reading and Mathematics, (Current years - 2012-2013) ... 27 EDUCATORS .................................................................................................................................................. 28 SCHOOLS ....................................................................................................................................................... 30 State Accountability – A-F Letter Grades ............................................................................................... 30 Federal Accountability ............................................................................................................................ 32 School Improvement ...................................................................................................................... 33 Please note: the percentages reported in this report are rounded to the nearest whole number and may not add up to 100%. Also, all students (full academic year [FAY] and nonFAY) are included in these results except for the Federal Accountability for Annual Measureable Objectives (per federal requirements). If you have any questions on any portion of this report please email ADE Research & Evaluation Division at R&E@azed.gov or call (602) 542-5325. 2 STUDENTS 2014 Demographics There were 1,000,068 students in Arizona schools in 2014. Shown below are figures that describe the distribution of ethnicities and auxiliary groups. We have approximately 80,000 students per grade in our public schools (this includes charter schools) that serve kindergarten through grade 12. With respect to ethnicity, 85% of the students in Arizona schools in 2014 are White or Hispanic. African American, American Indian/Alaskan Native, Asian, Native Hawaiian/Pacific Islander and Multi-Races comprised the remaining 16% of students in Arizona schools. Over half (52%) of the students in Arizona in 2014 were economically disadvantaged (as measured by eligibility for free and reduced lunch), 7% exhibited limited English proficiency, 12% have one or more disabilities, and 0.5% were migrant students. 5% American Indian/Native American RACE/ETHNICITY 3% Asian 5% Black/African American 44% Hispanic/Latino 2% Multiple Races 0.3% Native Hawaiian/Pacific Islander 41% White 52% Economically Disadvantaged Students may be counted in one or more categories. AUXILIARY 7% Limited English Proficient 0.5% Migrant 12% Students with Disabilities 0 10 20 30 40 50 60 3 4-Year Graduation Rate All Students 75% Four year graduation rates are reported for the previous cohort year. For the 2013-2014 school year, the graduation rates reported here are based on the class of 2013 from the 2012-2013 school year. The overall graduation rate for the state of Arizona was 75%. Graduation Rate - 4 Year 100 0 61% 85% 70% 69% 70% 83% 79% American Indian or Alaska Native Asian Black/African American Hispanic or Latino Native Hawaiian or Pacific Islander White Multiple Races 72% 71% 80% Migrant Male Female Graduation Rate - 4 Year 100 0 63% 20% 69% Students With Limited English Economically Disabilities Proficient Disadvantaged For more information on graduation rates please visit http://www.azed.gov/research-evaluation/graduation-rates/ 4 AIMS Results Summary In 2014, Grade 3 had the highest percent passing rate (70%) across all tested grades by 6 percentage points. Grades 3, 8 and 10 showed an increase in Grades 3-8, HS percent passing rates while Grades 4, 6 and 7 showed a decrease in 2014. Grade 5 actually stayed the same (63%) for the past three years. MATHEMATICS Grades 3, 5, 7 and 10 had a higher percent passage rate than in previous years READING with Grades 7 and 10 having the highest pass rate of 86%. Grade 6 remained the Grades 3-8, HS same (80%) for the past three years while Grades 4 and 8 went down in percent passing in 2014. In 2014, all tested grades (i.e., 8, 9 and HS) decreased in pass rates for AIMS Science while Grade 4 was the only grade to increase from 2013. Grade 10 continues to show a downward trend line since 2010 of 39% passing AIMS SCIENCE Science in 2014. This is the second year Grade 9 students were permitted to take Grades 4, 8, HS the AIMS Science assessment so when comparing their percent passing to last year’s results, they showed a slight decrease in percent passing (61%) from the previous year. In 2014, Grade 10 showed a large increase in the percentage of students that the AIMS Writing assessment. At a pass rate of 75%, Grade 10 is greater WRITING passed than 20 percentage points higher than the other tested grades (i.e., Grades 5, 6 Grades 5-7, HS and 7). Grade 7 has remained consistent across the years with a pass rate of 52% since 2012 while Grade 5 decreased to 52% in 2014 on AIMS Writing. The following tables show AIMS results for the past two years. Results are shown as a percentage of all students at each achievement level. Also shown is the percent of students tested. Writing is tested in Grades 5, 6, 7, and high school only. Science is tested in Grades 4, 8, and high school only. 5 MATHEMATICS Grade 3 – AIMS Mathematics AIMS Mathematics - Grade 3 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 100 99 99 99 99 99 100 100 100 99 100 99 99 99 100 99 100 99 99 99 99 99 100 99 100 100 26 27 14 16 9 10 49 54 16 18 38 40 11 11 10 11 16 17 5 12 27 28 25 26 3 4 43 42 40 43 38 38 36 34 44 44 43 42 28 29 40 40 43 43 48 42 41 41 45 44 30 31 23 21 30 26 36 33 11 9 29 26 15 14 33 31 34 31 29 26 33 31 23 20 23 21 42 39 9 10 16 16 17 19 4 3 11 13 5 5 28 30 15 17 12 13 15 15 10 10 8 9 24 26 Percent Passing - All Students 65% 2010 68% 69% 69% 69% 2011 2012 2013 2014 6 MATHEMATICS Grade 4 – AIMS Mathematics AIMS Mathematics - Grade 4 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 100 99 100 99 99 99 100 100 100 99 100 99 99 100 100 99 100 99 99 99 99 100 100 100 100 25 25 14 14 11 10 49 50 17 16 34 35 9 9 8 6 17 16 15 10 24 25 25 25 1 1 40 37 36 33 33 31 34 33 39 36 42 40 24 22 33 27 39 35 35 29 38 35 42 39 21 17 21 22 28 26 30 30 11 10 26 27 16 16 25 24 32 33 26 27 27 32 21 22 21 22 36 34 14 16 22 26 26 29 6 7 18 21 8 9 42 45 28 33 19 22 23 29 16 18 12 15 42 47 Percent Passing - All Students 63% 2010 65% 67% 65% 62% 2011 2012 2013 2014 7 MATHEMATICS Grade 5 – AIMS Mathematics AIMS Mathematics - Grade 5 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 100 100 99 99 99 100 100 100 100 100 99 100 99 99 99 99 100 100 99 99 99 99 100 100 100 100 20 20 10 10 7 6 44 43 13 12 30 28 6 6 3 2 13 11 12 8 21 20 19 19 1 1 43 43 39 39 34 33 39 40 42 41 46 47 23 22 25 23 41 41 39 36 41 41 45 45 20 22 21 21 26 24 28 29 10 11 25 25 15 15 23 22 31 30 25 25 21 27 20 20 21 21 32 31 16 17 25 27 31 32 7 7 20 22 9 9 49 50 41 44 21 23 28 29 18 19 14 15 46 46 Percent Passing - All Students 59% 2010 63% 63% 63% 63% 2011 2012 2013 2014 8 MATHEMATICS Grade 6 – AIMS Mathematics AIMS Mathematics - Grade 6 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 100 99 99 99 99 100 100 100 100 99 99 99 99 100 100 100 100 99 99 99 100 99 100 100 100 25 24 14 13 10 9 52 53 17 16 34 34 6 6 5 4 17 15 20 19 25 23 25 25 2 2 38 37 34 34 33 31 31 31 38 37 40 39 19 18 27 22 38 36 34 38 36 35 41 39 22 20 22 22 27 27 31 30 11 11 26 26 17 17 25 24 34 32 26 27 25 22 22 22 22 22 36 34 15 17 25 26 27 30 5 6 19 21 10 10 50 52 35 42 19 22 21 22 17 19 13 14 41 44 Percent Passing - All Students 56% 2010 59% 61% 63% 61% 2011 2012 2013 2014 9 MATHEMATICS Grade 7 – AIMS Mathematics AIMS Mathematics - Grade 7 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 100 99 99 100 99 99 100 100 100 99 99 99 99 99 100 99 100 99 100 99 99 99 100 99 100 100 29 25 17 12 11 9 57 54 19 16 41 35 7 6 11 3 19 15 14 18 29 25 30 24 2 2 36 39 34 37 31 31 27 32 37 39 36 41 17 19 24 19 36 39 30 31 34 37 38 42 22 23 18 20 22 25 25 29 8 8 22 24 13 14 21 23 25 30 22 25 25 27 18 19 18 20 30 33 17 16 27 26 33 30 8 6 22 20 10 9 54 53 40 48 22 21 31 24 20 18 14 14 45 43 Percent Passing - All Students 57% 2010 61% 62% 65% 64% 2011 2012 2013 2014 10 MATHEMATICS Grade 8 – AIMS Mathematics AIMS Mathematics - Grade 8 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 99 99 99 99 98 100 100 99 99 99 99 99 99 99 99 99 99 100 99 99 99 99 99 100 100 23 23 13 14 8 7 54 53 15 14 32 33 5 6 16 11 14 14 11 13 23 23 23 23 1 1 35 36 30 32 27 28 27 29 34 36 38 39 14 15 30 21 33 35 29 29 33 34 37 39 13 14 14 14 16 15 15 16 7 7 16 16 12 11 10 11 14 12 16 16 16 12 13 13 14 14 16 16 28 27 42 39 50 49 12 11 36 34 18 17 70 68 41 56 37 36 44 46 31 30 26 24 71 68 Percent Passing - All Students 56% 2010 54% 2011 57% 58% 2012 2013 59% 2014 11 MATHEMATICS Grade HS – AIMS Mathematics AIMS Mathematics - High School Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 99 98 98 97 98 99 98 99 99 99 99 97 97 99 97 99 99 99 99 98 98 99 99 100 100 19 20 9 10 8 7 48 51 11 11 28 28 3 3 11 14 10 10 6 6 20 20 19 19 2 2 43 44 39 39 33 36 35 33 41 43 46 47 16 19 42 44 40 42 33 34 41 42 45 46 26 28 13 14 14 17 16 18 6 7 16 17 10 10 11 12 16 16 16 17 16 16 12 13 14 14 19 20 25 23 37 34 44 39 11 9 32 29 15 14 70 66 31 26 34 31 45 43 27 25 23 21 53 50 Percent Passing - All Students 58% 60% 60% 2010 2011 2012 62% 2013 64% 2014 12 READING Grade 3 – AIMS Reading AIMS Reading - Grade 3 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 100 99 99 99 99 99 100 100 100 99 100 99 99 99 100 99 100 99 99 99 99 99 100 100 100 100 13 12 7 6 3 3 26 25 6 6 21 19 5 4 3 2 7 6 2 3 12 10 15 13 1 1 62 66 59 66 53 57 61 64 61 65 65 69 36 37 54 57 61 65 53 56 60 64 65 68 41 44 21 20 28 24 37 36 11 9 27 26 11 11 43 45 37 35 27 26 36 35 24 22 18 17 47 47 4 3 6 4 7 5 2 1 5 4 2 1 16 13 7 5 5 4 9 6 5 3 3 2 11 8 Percent Passing - All Students 73% 2010 76% 75% 75% 78% 2011 2012 2013 2014 13 READING Grade 4 – AIMS Reading AIMS Reading - Grade 4 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 100 99 100 99 99 99 100 99 100 99 100 99 99 99 100 99 100 99 99 99 100 100 100 100 100 12 9 6 4 2 2 25 19 5 4 19 16 4 4 1 0 6 4 3 1 10 8 13 11 0 0 65 66 63 63 56 55 63 69 64 63 68 71 38 38 49 46 63 63 52 48 63 64 68 69 43 42 21 23 27 31 37 41 10 12 28 31 12 12 46 53 44 50 27 31 38 46 24 26 18 20 49 54 3 1 4 2 4 3 1 1 3 2 1 1 11 6 6 3 4 2 7 4 3 2 2 1 8 4 Percent Passing - All Students 72% 2010 75% 75% 77% 75% 2011 2012 2013 2014 14 READING Grade 5 – AIMS Reading AIMS Reading - Grade 5 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 100 100 99 99 99 100 100 100 100 100 100 100 99 99 99 99 100 100 99 99 100 100 100 100 100 100 9 11 5 7 2 2 20 24 5 6 14 17 4 4 1 1 5 5 4 3 8 9 11 13 1 1 70 69 66 67 58 59 69 65 67 67 74 72 38 38 41 42 67 67 55 57 67 67 72 71 44 48 16 17 21 23 31 33 8 9 21 23 9 10 37 44 42 47 22 23 27 32 18 20 14 14 40 43 5 3 7 4 9 5 3 2 7 4 3 1 22 13 16 11 7 4 14 8 6 4 3 2 15 9 Percent Passing - All Students 79% 78% 79% 80% 2011 2012 2013 2014 72% 2010 15 READING Grade 6 – AIMS Reading AIMS Reading - Grade 6 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 100 99 99 99 99 100 100 100 100 99 100 99 99 100 99 100 100 99 99 99 100 100 100 100 100 9 8 5 4 3 2 22 22 5 4 14 14 4 4 1 0 5 4 5 3 8 7 11 10 0 0 70 72 65 69 59 59 68 68 69 70 74 75 36 38 47 41 68 69 59 60 67 69 74 75 45 45 17 17 23 23 30 33 9 8 21 23 10 9 42 45 42 48 22 23 29 31 20 20 13 14 43 46 4 3 6 4 7 6 2 2 5 4 2 1 18 14 11 11 5 4 8 7 5 4 2 2 12 9 Percent Passing - All Students 77% 2010 81% 80% 79% 80% 2011 2012 2013 2014 16 READING Grade 7 – AIMS Reading AIMS Reading - Grade 7 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 100 99 99 100 99 99 100 100 100 99 99 99 99 99 100 99 100 100 99 99 99 99 100 99 100 100 15 10 10 6 4 3 33 23 8 6 22 16 5 4 5 1 8 5 3 5 12 9 17 12 1 1 70 76 69 75 65 71 58 70 72 76 70 76 44 47 53 50 71 76 65 66 69 74 72 78 57 62 14 13 19 18 28 25 8 6 18 17 7 7 44 45 38 46 19 18 29 27 17 16 10 9 38 35 1 1 2 1 3 1 1 0 2 1 1 0 8 4 5 3 2 1 3 1 2 1 1 0 4 2 Percent Passing - All Students 82% 84% 85% 86% 2012 2013 2014 77% 2010 2011 17 READING Grade 8 – AIMS Reading AIMS Reading - Grade 8 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 99 100 99 99 99 100 100 99 99 99 99 99 99 99 99 99 99 100 99 99 99 99 99 100 100 7 4 4 2 1 1 20 10 4 2 11 6 3 3 3 2 3 2 1 1 6 3 8 5 0 0 65 66 59 58 47 45 66 74 61 60 72 75 27 25 54 32 60 58 51 46 62 61 69 71 30 25 20 22 26 27 35 38 10 11 25 28 13 14 35 37 26 35 25 29 31 34 22 24 17 19 42 46 8 8 11 13 17 16 5 5 10 11 4 4 36 34 16 31 11 11 17 19 10 11 5 5 28 29 Percent Passing - All Students 74% 2010 71% 2011 72% 72% 2012 2013 70% 2014 18 READING Grade HS – AIMS Reading AIMS Reading - High School Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 99 99 98 98 98 99 98 99 99 99 99 98 98 99 98 99 99 98 100 99 99 99 99 100 100 8 13 3 6 2 3 18 28 4 6 13 20 3 4 3 6 4 6 0 2 7 12 9 14 1 1 75 73 72 73 65 71 71 63 74 75 78 72 39 44 73 74 73 74 59 64 73 71 78 74 60 63 15 13 22 20 29 25 9 8 20 18 8 8 47 47 21 19 21 19 37 30 17 16 12 11 35 33 2 1 3 1 4 2 2 1 2 1 1 1 10 5 3 1 3 1 4 4 3 1 1 1 4 2 Percent Passing - All Students 86% 77% 78% 2010 2011 80% 83% 2012 2013 2014 19 SCIENCE Grade 4 – AIMS Science AIMS Science - Grade 4 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 99 99 99 99 99 99 100 99 100 99 99 98 99 99 100 99 100 100 99 99 99 99 100 26 23 15 11 7 6 47 43 13 11 41 37 11 10 3 2 15 11 5 4 27 23 25 22 32 36 30 34 24 27 31 36 31 34 35 40 22 25 19 20 31 34 23 21 31 36 34 38 25 29 31 37 36 44 15 15 32 38 16 18 29 37 38 47 31 37 37 41 24 29 26 29 17 12 23 18 33 23 7 7 24 17 7 5 38 29 40 30 23 17 35 34 18 13 15 11 Percent Passing - All Students 61% 2010 60% 2011 63% 58% 2012 2013 59% 2014 20 SCIENCE Grade 8 – AIMS Science AIMS Science - Grade 8 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 99 99 99 99 99 99 100 100 99 99 99 99 98 99 99 99 99 99 100 100 99 99 99 100 36 38 24 25 13 13 62 62 23 24 52 55 10 11 21 13 24 24 12 16 37 38 36 38 30 25 28 26 27 21 21 19 31 26 29 24 19 17 27 14 31 26 30 20 28 24 31 26 18 20 22 23 25 30 9 10 23 26 11 13 22 22 22 22 23 25 26 30 17 19 19 21 16 18 26 26 35 36 8 8 22 24 8 8 50 51 30 51 22 25 31 35 18 19 15 16 Percent Passing - All Students 58% 2010 63% 2011 68% 2012 66% 63% 2013 2014 21 SCIENCE Grade HS – AIMS Science AIMS Science - High School Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 68 64 75 70 81 79 54 49 75 70 60 57 77 75 81 74 77 71 90 90 68 65 67 63 18 18 10 10 7 6 31 36 10 9 30 29 5 5 9 9 11 9 4 2 19 19 17 16 22 22 17 19 14 15 25 25 18 18 27 28 11 13 18 18 19 18 9 9 20 21 23 22 17 18 18 17 16 18 13 12 18 19 16 16 10 11 19 19 18 18 14 15 15 16 19 19 43 43 55 54 62 62 30 27 54 54 28 26 73 71 55 54 53 55 73 75 45 44 42 42 Percent Passing - All Students 55% 55% 48% 40% 2010 2011 2012 2013 40% 2014 22 WRITING Grade 5 – AIMS Writing AIMS Writing - Grade 5 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 98 98 97 98 97 97 99 98 98 98 98 98 90 90 98 99 98 98 97 98 98 98 99 99 4 3 2 2 0 0 11 10 1 1 6 5 1 0 0 0 1 1 0 1 2 2 5 4 52 49 45 40 33 29 66 65 45 41 62 60 17 15 19 14 44 39 37 28 46 42 59 57 37 40 42 47 54 57 19 22 45 47 27 30 50 51 60 61 45 49 49 53 42 45 32 34 7 8 11 11 12 14 3 4 9 11 4 5 32 34 21 25 10 11 14 18 10 11 4 5 Percent Passing - All Students 74% 2010 55% 56% 56% 52% 2011 2012 2013 2014 23 WRITING Grade 6 – AIMS Writing AIMS Writing - Grade 6 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 98 98 97 98 98 97 99 99 98 98 98 98 90 89 98 98 98 98 98 99 98 98 99 99 6 5 4 3 1 1 17 13 3 2 10 7 1 1 0 0 3 2 3 1 4 3 9 6 47 51 40 44 31 31 57 66 41 43 56 62 14 16 19 15 40 42 36 35 40 45 55 58 35 33 39 38 46 47 20 17 41 41 28 24 39 41 51 52 41 41 40 41 40 37 30 29 12 11 18 15 22 21 6 5 15 14 7 6 46 43 30 33 15 15 21 23 17 15 7 7 Percent Passing - All Students 72% 2010 56% 56% 53% 56% 2011 2012 2013 2014 24 WRITING Grade 7 – AIMS Writing AIMS Writing - Grade 7 Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 98 98 98 98 97 97 98 99 98 98 98 98 88 89 97 98 98 98 98 97 98 98 99 98 2 2 1 1 0 0 7 8 1 1 3 3 0 0 0 0 1 1 0 1 1 1 3 3 50 51 41 42 30 29 69 67 42 42 61 62 12 11 23 10 40 40 32 34 42 42 59 60 37 36 41 41 48 49 17 20 43 42 29 29 41 41 46 48 44 44 45 39 41 41 32 31 11 12 17 16 22 22 6 5 14 15 7 7 47 48 31 42 15 16 22 26 16 16 6 7 Percent Passing - All Students 75% 2010 53% 52% 52% 53% 2011 2012 2013 2014 25 WRITING Grade HS – AIMS Writing AIMS Writing - High School Subgroup All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Percent of Students in State at Each Achievement Level School Year Percent of Students Tested Exceeds Meets Approaches Falls Far Below 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 97 97 96 96 95 94 98 97 97 97 97 97 86 85 94 93 97 97 97 97 97 96 98 98 5 4 2 2 1 1 17 16 2 2 7 6 0 0 2 2 2 2 0 1 3 3 6 6 65 70 60 64 46 54 64 69 59 66 74 78 20 25 59 66 58 63 43 49 60 66 70 75 24 21 29 27 41 35 13 11 32 27 16 13 47 47 30 23 33 29 41 37 29 25 20 17 5 5 8 7 12 10 5 4 7 6 3 3 32 27 10 9 8 7 15 13 8 6 3 3 Percent Passing - All Students 73% 2010 68% 70% 70% 2011 2012 2013 74% 2014 26 National Assessment of Educational Progress Mathematics and Reading, 2013 If you would like more information about the NAEP assessments, please visit: http://www.azed.gov/standards-development-assessment/naep/. Grade 4 Mathematics Achievement National All Students Arizona All Students White Black Hispanic Asian/Pacific Islander American Indian Eligible for NSLP Students with Disability Limited English Proficiency Participation Rate Students with Disability Limited English Proficiency Reading Below Basic 1 8 1 8 2 6 2 5 9 3 8 2 7 5 3 6 0 Percent 9 1 9 5 Basic Proficient Advanced 41 42 37 50 47 31 45 48 33 37 34 32 43 22 25 38 15 24 11 3 8 7 1 2 3 22 1 3 3 # National All Students Arizona All Students White Black Hispanic Asian/Pacific Islander American Indian Eligible for NSLP Students with Disability Limited English Proficiency Below Basic 33 40* 24 48 51 36 73 54 79 92 Participation Rate Students with Disability Limited English Proficiency Percent 92 96 Achievement Basic Proficient Advanced 33 32 34 33 32 30 20 31 13 7 26 22* 33 16 15 23 7 14 7 1 8 5* 9 3 2 12 1 1 1 # Basic Proficient Advanced 42 44 42 43 47 40 40 46 24 ‡ 31 26* 38 15 17 41 9 15 4 ‡ 4 2* 4 # 1 5 # 1 # ‡ Grade 8 Reading Mathematics Achievement Below Basic 2 7 31* 1 7 4 6 4 1 2 5 1 4 2 7 4 ‡ Basic Proficient Advanced Achievement National All Students National All Students 39 26 8 Arizona All Students Arizona All Students 38 24* 7 White White 38 32 13 Black Black 34 17 3 Hispanic Hispanic 40 16 2 Asian/Pacific Islander Asian/Pacific Islander 32 42 15 American Indian American Indian 36 1 1 2 Eligible for NSLP Eligible for NSLP 40 16 2 Students with Disability Students with Disability 23 3 # Limited English Proficiency Limited English ‡ ‡ ‡ Proficiency Participation Rate Percent Participation Rate Students with Disability 9 Students with Disability 1 Limited English ‡ Limited English Proficiency Proficiency Legend: * Value is significantly different (p < .05) from the value for the National Public student group in 2013. # Rounds to zero. ‡ Reporting standards not met. Below Basic 23 28* 16 41 36 14 51 38 72 ‡ Percent 89 ‡ 27 EDUCATORS Arizona Educators Professional Qualifications of Public K-12 School Teachers in the State The following table displays the number of teachers who received a post-secondary degree or degrees. For more about Arizona teachers please visit this page http://www.azed.gov/highly-qualifiedprofessionals/. Highest Degree Held Number of Teachers Bachelor's Master's Doctorate/Ed. Spec. Other 37,710 13,136 243 62 In Arizona, approximately 98% of core academic classes taught in our public schools (which include charter schools) are taught by teachers that are deemed as Highly Qualified. This phrase is defined in the No Child Left Behind Elementary and Secondary Act, 2001, Section 9101(23) and can be found on the ADE website at http://www.azed.gov/highly-qualified-professionals/highly-qualified-teachers-and-paraprofessionals/. The table below indicates the number and percentage of core academic classes1, 2 taught by highly qualified teachers in the state of Arizona. Highly Qualified All Classes (N=288,134) All Elementary Classes Not Highly Qualified 97.98% 2.02% 98.37% 1.63% 97.33% 2.67% (N=179,333) All Secondary Classes (N=108,801) 0% 100% 1 Core academic classes are defined as: English, reading/language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography in the No Child Left Behind Elementary and Secondary Act, 2001, Title IX, Section 9101(11). These counts and percentages include special education teachers that provide direct instruction in the core academic subjects. 2 For a definition of “classes” please see the Consolidated State Performance Report: Part 1 at http://www2.ed.gov/admins/lead/account/consolidated/sy13-14part1/az.pdf. 28 Over 97% of our core academic classes in our high-poverty3 elementary and secondary classes are taught by highly qualified teachers. Highly Qualified Not Highly Qualified Elementary Classes High Poverty 97.78% 2.22% Low Poverty 97.92% 2.08% Secondary Classes High Poverty 97.15% 2.85% Low Poverty 98.73% 1.27% Percentage of Public K-12 Teachers with Emergency Certification – 2014 State (FY 2014) 0.0 3 High poverty is defined in the No Child Left Behind Elementary and Secondary Act, 2001 as “…schools in the top quartile of poverty and the bottom quartile of poverty in the state.” For further information see: http://www2.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1111. 29 SCHOOLS State Accountability – A-F Letter Grades The A-F Letter Grade as required by state law (A.R.S. §15-241) is to be calculated with 50 percent on student growth and 50 percent on academic achievement. For more information about the A-F Letter Grade accountability system go to http://www.azed.gov/accountability/. A-F Letter Grades State Accountability for Schools and LEAs Letter Grade A - A school assigned a letter grade of A demonstrates an excellent level of performance. Letter Grade B - A school assigned a letter grade of B demonstrates an above average level of performance. Letter Grade C - A school assigned a letter grade of C demonstrates an average level of performance. Letter Grade D - A school assigned a letter grade of D demonstrates a below average level of performance. Letter Grade F - A school assigned a letter grade of F demonstrates a failing level of performance. The State Board of Education may also assign a school a letter grade of F if they determine that the school is among the "persistently lowest-achieving schools" in the state under the federal school accountability requirements pursuant to section 1003(g) of the Elementary and Secondary Education Act (20 United States Code section 6303). For more detailed information on the 2013 A-F Letter Grade models, please see this document: http://www.azed.gov/accountability/state-accountability/. Public Schools The following table shows the number and percent of schools by A-F Letter Grade received in 2014. A-F Letter Grades represent the system for evaluating schools required by state law. 2014 A-F Letter Grades - Schools Letter Grade Number of Schools Percent of Schools A 554 30% B 617 33% C 492 27% D 122 7% F 64 3% Total 1,849 100% Local Education Agencies (LEAs) 30 The A-F Letter Grade traditional model was used to evaluate LEAs as required by state law at the student-level4. For more information on the A-F Letter Grade accountability system please go to http://www.azed.gov/accountability/. The following table shows the number and percent of LEAs (i.e., district and charter holders) by A-F Letter Grade received in 2014. 2014 A-F Letter Grades - LEAs Letter Grade Number of LEAs Percent of LEAs A 175 29% B 192 32% C 166 27% D 73 12% Total 606 100% For more detailed information on the 2014 A-F Letter Grade models, please see this document: http://www.azed.gov/accountability/state-accountability/. 4 The traditional A-F Letter Grade model was used to calculate the letter grades for the LEAs with two exceptions: 1) if an LEA is made up of only Alternative Schools then the average of the Alternatives Schools’ A-F Letter Grades was attributed to that LEA; 2) If an LEA was a singleton (i.e., only had one school), then the LEA was given the same grade as the school. 31 Federal Accountability Annual Measureable Objectives (AMOs). AMOs are unique yearly proficiency targets in reading and mathematics for each subgroup, school and district, as described in Arizona’s Elementary and Secondary Education Act (ESEA) Flexibility Request and can be found using the following link: http://www.azed.gov/no-child-left-behind/files/2012/08/arizona-new-amos.pdf. AMO targets only include full academic year students (i.e., students who were enrolled in their school within the first 10 days of the school calendar year and stayed continuously enrolled up through the first testing day). The data in the table below is aggregated to the state level. 2014 State-Level Accountability Reading Subgroup Percent Tested Goal: 100% All Students African American American Indian/Native Alaskan Asian/Pacific Islander Hispanic White Students with Disabilities Limited English Proficient Economically Disadvantaged Migrant Male Female Bottom Quartile 99 99 99 100 99 99 99 99 99 99 99 99 100 Percent Meets and Exceeds AMO 5 Goal : 85% 81 75 63 90 74 89 43 54 73 61 77 84 48 Mathematics Percent Percent Meets Tested and Exceeds Additional Academic Indicators 4 Year Graduation Rate Attendance Rate Goal: 100% AMO Goal: 75% Goal: 80% Goal 90% 99 99 99 99 99 99 99 99 99 99 99 99 100 65 53 42 85 56 77 29 40 55 48 64 67 24 76 71 62 86 70 83 64 21 70 72 72 80 82 95 95 92 97 94 95 93 95 94 95 95 95 5 Since the AMO targets are unique at each grade level, the AMO Goals that are reported for reading and mathematics are the average AMO target for a specific content area. For mathematics the average AMO Goal is 75% with a range of AMO targets from 71%-79% and for reading the average AMO Goal is 85% with a range of AMO targets from 82%-89%. The calculation for whether a school “Met AMOs” can be found using the following link: http://www.azed.gov/eseawaiver/. 32 Federal Reward, Focus, and Priority Designations Starting in 2012, some Title I schools were identified as a Reward, Focus, or Priority school under the ESEA Flexibility request. For detailed definitions of these terms, please see this page: http://www.azed.gov/research-evaluation/files/2012/10/2012-reward-priority-focus-schools-guide.pdf. The following table shows the number of Reward (determined in 2014), Focus (determined in 2012), and Priority (determined in 2012) schools: Federal Reward, Focus, and Priority Designations Reward 54 Focus 123 Priority 65 In 2014, a new Reward list was determined; this list is available here: http://www.azed.gov/research-evaluation/files/2014/01/2013-reward-schools.pdf. For a list of the 2014 Focus and Priority Schools: http://www.azed.gov/improvementintervention/files/2014/10/arizonas-table-2-priority-and-focus-october-17th-2014.pdf 33 State of Arizona Department of Education Research and Evaluation 602-542-5235 http://www.azed.gov/research-evaluation/report-cards/ R&E@azed.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 Arizona Department of Education of the State of Arizona does not discriminate on the basis of race, religion, color, national origin, sex, disability or age in its programs, activities or in its hiring and employment practices. If you have questions or grievances related to this guideline, please contact Human Resources at (602)542-3186. 34