Arizona

Districts and schools
Number of districts
(CCD)

http://www.ade.state.az.us
Students
2002-03
323 217

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 3,164 519,054 182,737 701,791

1993-94

Public school enrollment (CCD)

2002-03
7,434 644,438 272,679 917,117

Number of FTE 1993-94 teachers (CCD) Elementary 19,983
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 6,453 8,624 69 2,636 37,493 9,519 180 2,040 25,447 37,186

2002-03
25,716 7,880 11,269 437 1,799 47,101 13,650 187 2,397 33,304 49,538

Number of public schools

(CCD)

720 193 176 12 11 1,112 1,008 240 399 143 11 1,801 319

Elementary Middle High Combined Other Total

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) 7% 2 4 28 60 9% 12% 7% 2 5 36 50 9% 15%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, adjusted for inflation to 2001-02, in thousands)

2001-02
$3,123,642 346,134 2,029,869 5,499,645

Instructional Noninstructional Support Total

Students with limited English proficiency (NCELA) Migrant students
(OME)

Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) 1994 2000
English Mathematics Science Social studies 65% 61 73 65 52% 49 66 75

$2,151,235 243,677 1,332,105 3,727,017

2%

3%

Percentage of core courses taught by highly qualified teachers, 2002-03 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2001-02)

$5,254

$5,964

Eighth-grade students enrolled in 1996 26% Algebra I for high school credit
(NAEP)

2003

22%

All schools High-poverty schools Low-poverty schools

95% 90% 100%

Sources of funding
(CCD, 2001-02)

Federal 10% State 50%

Local 40%

Students eligible to participate in the Free or Reduced111,717 Price Lunch Program, 2002-03 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2002-03 (CCD)
0-34% 35-49% 83 98 35 276

Outcomes

1993-94 2000-01 High school dropout rate (NCES) 14% 11% Avg. freshman graduation rate (NCES) 72 74 College-going rate (IPEDS/NCES) 44 50 NAEP state results (NCES)
Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

1994 1996
24% 52 18% 57

2003 2003
23% 54 21% 62

Title I allocation 2001-02
(ED; Includes Title I, Part A)

50-74%

$173,246,701
75-100%
^

KEY:

16

K

— n/a # FTE

* = Less than 0.5 percent

= Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

1,309 schools did not report.

Statewide Accountability Information
See Appendix B for Arizona’s definitions of proficient for reading and mathematics for grades 3, 8, and high school. See http://www.ade.az.gov/researchpolicy/srcs.asp for more details on the statewide accountability system. State assessment for NCLB accountability: Arizona Instrument to Measure Standards (AIMS) State student achievement levels: Approaches the Standard, Falling Far below the Standard, Meets the Standard, Exceeding the Standard

Arizona

Student Achievement 2002-03
Arizona Instrument to Measure Standards, used for NCLB accountability Reading Proficient level or above for: Grade 3 Grade 8 High School
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 64% 48 33 32 37 59 49 80 46% 28 20 17 15 34 29 62 52% 31 21 19 14 38 33 67

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Reading Mathematics Grade 8 Reading Mathematics High School Reading Mathematics 44% 32 31 7 23 10

Target (2002-03)
44% 32 31 7 23 10

Student achievement trend: Reading percent proficient level or above

100% 75% 64 46 52

2003 n/a 2002 n/a 2001

50% 25% 0% Grade 3

2002-03 NCLB accountability results, applied to 2003-04 school year
AYP outcomes and consequences
Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited improvement status (made AYP twice after missing twice or more, includes total “made” above)

Title I schools
564 (72%) 99 (13%) 100 (13%) 20 (3%) 0 0

All schools
1,294 (76%) 99 (1%) 100 (1%) 20 (*) 0 0

All districts
331 (66%) 193 (34%) 0 0 0 0

Grade 8 High School
Grade 8
18% 7 7 5 5 8 8 27

Mathematics Proficient level or above for: Grade 3
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 57% 41 37 28 37 45 44 72

High School
32% 13 10 8 9 18 16 44

Other indicator, 2002-03
Elementary indicator: Attendance Middle indicator: Attendance High School indicator: Graduation rate

State target
Meet or exceed 94% Meet or exceed 94% Meet or exceed 71% 149 2,815

State outcome
n/a n/a Met * 1%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0% Grade 3 18 57 32

NCLB choice participation
Title I school choice: Supplemental educational services:

Number of Title I students Percent of eligible students

2003 n/a 2002 n/a 2001

Grade 8 High School

17