Arizona

Districts and schools
Number of districts
(CCD)

http://www.ade.state.az.us
Students
2003-04
322 228

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 3,211 518,825 184,203 703,028

1993-94

Public school enrollment (CCD)

2003-04
9,376 689,807 307,272 997,079

Number of FTE 1993-94 teachers (CCD) Elementary 20,216
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 6,608 8,926 87 49 35,886 9,519 180 2,040 25,447 37,186

2003-04
26,746 8,119 11,761 391 157 47,174 13,438 183 2,664 32,549 48,834

Number of public schools

(CCD)

720 193 176 12 11 1,112 1,066 250 446 140 29 1,931 486

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 37 49 10% 14%

Number of FTE non-teacher staff (CCD)

Number of charter schools

(CCD)

Finances
Total current expenditures 1993-94
(CCD, in thousands of dollars, adjusted for inflation to 2002-03) $2,141,172 Instructional 242,538 Noninstructional 1,325,873 Support Total 3,709,583

2002-03
$3,530,858 277,836 2,083,533 5,892,227

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%

2%

Percentage of core courses taught by highly qualified teachers, 2003-04 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2002-03)

$5,229

$6,282

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

2003

22%

All schools High-poverty schools Low-poverty schools

96% 96% 96%
2000-01
11% 74 50

Sources of funding
(CCD, 2002-03)

Federal 11% State 49%

Local 40%

Students eligible to participate in the Free or Reduced456,157 Price Lunch Program, 2003-04 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2003-04 (CCD)

Outcomes

1993-94 High school dropout rate (NCES) 14% Avg. freshman graduation rate (NCES) 72 44 College-going rate (IPEDS/NCES) 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

0-34% 35-49% 50-74% 204 336

428

1994
24% 52

2005
24% 52

Title I allocation 2002-03
(ED; Includes Title I, Part A)

$187,860,284

75-100%
^

579

1996
18% 57

2005
26% 64

KEY:

18

K

— n/a # FTE

* = Less than 0.5 percent

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

384 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 HS. 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 State student achievement levels: Approaches the Standard, Falling Far below the Standard, Meets the Standard, Exceeding the Standard

Arizona

St udent Achievement 2003-04
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 Hispanic students White, non-Hispanic 64% - 33 37 34 58 49 79 46% - 18 13 12 36 29 61 60% - 18 20 12 51 39 77

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
44% 32 31 7 23 10

Target (2003-04)
44% 32 31 7 23 10

Grade 3 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics

Student achievement trend: Reading percent proficient level or above 100% 2004
75% 50% 25% 0% Grade 3 Grade 8 High School 64 64 46 46 52 60 2003 n/a 2002

2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences Title I schools
Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited Improvement status (made AYP twice after being identified for improvement) 787 (73%) 66 (6%) 20 (2%) 37 (3%) 12 (1%) 101 (9%)

All schools
1,449 (83%) 66 (4%) 20 (1%) 37 (2%) 12 (1%) 101 (6%)

All districts
370 (65%) 73 (13%) 0 0 0 0

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 Hispanic students White, non-Hispanic 57% - 35 31 32 46 44 72

Grade 8
25% - 8 6 5 14 13 36

High school
40% 14 10 10 25 22 54

Other indicator, 2003-04
Elementary indicator: Attendance Middle school 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
Met Met Met * 4%

Student achievement trend: Mathematics percent proficient level or above 100% 2004
75% 50% 25% 0% Grade 3 18 25 57 57 32 40 2003 n/a 2002

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

Number of Title I students Percent of eligible students

Grade 8 High School

19