Tag: 2016

Posted on

Arizona 2nd Grade ELA Standards: Standards Sub-Committee Working Group Draft 2016

2nd Grade 2010 ELA Standards | 2016 ELA Standards Rewrite Comparison

Reading Standards for Literature
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Key Ideas and details
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. “No refinement needed”
2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. No refinement needed
2.RL.3 Describe how characters in a story respond to major events and challenges. Describe how characters in a story respond to major events and challenges. No refinement needed
Craft and Structure
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. No refinement needed
2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. No refinement needed
2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. No refinement needed
Integration of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. No refinement needed
2.RL.8 (Not applicable to literature) (Not applicable to literature)
2.RL.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Compare and contrast the plot from two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. “No change needed to revision. Refinement agreed to by group.” No refinement needed. Group agrees with standard as worded.
Range of Reading and Level of Text Complexity
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RL.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as meeded at the high end of the range “By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures and appropriate to grade two.” No change needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
Reading Standards for Informational Text
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Key Ideas and details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. No refinement needed
2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. No refinement needed
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. No refinement needed
Craft and Structure
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.  Standards Comparison No refinement needed
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. No refinement needed
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. No refinement needed
Integration of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. No refinement needed
2.RI.8 Describe how reasons support specific points the author makes in a text. Describe how reasons support specific points the author makes in a text. No refinement needed
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic Compare and contrast the most important points presented by two texts on the same topic No refinement needed
Range of Reading and Level of Text Complexity
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. “By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.”  No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
AZ.2.RI.10 a. By the end of the year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Remove all of 2.RI.10a (AZ.2.RI.10). No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
Reading Standards for Informational Text
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Key Ideas and details
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  Standards Comparison No refinement needed
2.RI.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. No refinement needed
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. No refinement needed
Craft and Structure
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. No refinement needed
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. No refinement needed
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. No refinement needed
Integration of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. No refinement needed
2.RI.8 Describe how reasons support specific points the author makes in a text. Describe how reasons support specific points the author makes in a text. No refinement needed
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic Compare and contrast the most important points presented by two texts on the same topic No refinement needed
Range of Reading and Level of Text Complexity
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. “By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.” No changes needed to revision. Refinement agreed to by group. No refinement needed. Group agrees with standard as worded.
AZ.2.RI.10 a. By the end of the year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Remove all of 2.RI.10a (AZ.2.RI.10). No changes needed to revision. Refinement agreed to by group.  No refinement needed. Group agrees with standard as worded. No refinement needed. Group agrees with standard as worded.
Reading Standards: Foundational Skills
Phonics and Word Recognition
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.RF.3 “Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one‐syllable words.
b. Know spelling‐sound correspondences for additional common vowel teams.
c. Decode regularly spelled two‐syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling‐sound correspondences.
f. Recognize and read grade‐appropriate irregularly spelled words.”		 “Know and apply grade‐level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one‐syllable words.
b. Know spelling‐sound correspondences for additional common vowel teams.
c. Identify and apply six syllable types to decode appropriate grade-level text.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling‐sound correspondences.
f. Recognize and read grade‐appropriate irregularly spelled words.”		 No changes needed to revision. Refinement agreed to by group. Revision is vertically aligned to the standard Revision is horizontally aligned to the standard No refinement needed. Group agrees with standard as worded.
Fluency
2.RF.4 “Read with sufficient accuracy and fluency to support comprehension.
a. Read on‐level text with purpose and understanding.
b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”		 “Read with sufficient accuracy and fluency to support comprehension.
a. Read on‐level text with purpose and understanding.
b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”		 No refinement needed
College and Career Readiness Anchor Standards for Writing
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Text Types and Purposes
2.W.1 “Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.” “Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.” No refinement needed
2.W.2 “Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.” “Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.” No refinement needed
2.W.3 “Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.” “Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.” No refinement needed
Production and Distribution of Writing
2.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). No refinement needed
AZ.2.W.4 “With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.” Remove all of 2.W.4a (AZ.2.W.4) No change needed to revision. Refinement agreed to by group. No change needed to revision. Refinement agreed to by group.
2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. No refinement needed
2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. No refinement needed
Research to Build and Present Knowledge
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.W.7 “Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)” “Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)” No refinement needed
2.W.8 Recall information from experiences or gather information from provided sources to answer a question. Recall information from experiences or gather information from provided sources to answer a question.  No refinement needed
2.W.9 (Begins in grade 4) (Begins in grade 4)
Range of Writing
2.W.10 (Begins in grade 3) (Begins in grade 3)
Speaking and Listening Standards
Comprehension and Collaboration
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.SL.1 “Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.”		 “Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.”		 No refinement needed
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. No refinement needed
2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. No refinement needed
2.SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. No refinement needed
Presentation of Knowledge and Ideas
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. No refinement needed
2.SL.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 specific expectations.) Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 specific expectations.) No refinement needed
Language Standards
Conventions of Standard English
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.L.1 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).”		 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Use interjections, (e.g.,Yes, that is mine!, Yes! That is mine.)
g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy), using frequently occurring conjunctions (e.g. and, but, or, yet, so).
h. Identify and use declarative, interrogative, imperative, and exclamatory sentences.
i. With assistance, link sentences into a simple, cohesive paragraph that conains: main idea, supporting details, and conclusion.”		 No change needed to revision. Refinement agreed to by group. “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Use interjections, (e.g.,Yes, that is mine!, Yes! That is mine.)
g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy), using frequently occurring conjunctions (e.g. and, but, or, yet, so).
h. Identify and use declarative, interrogative, imperative, and exclamatory sentences.
i. With assistance, link sentences into a simple, cohesive paragraph that conains: main idea, supporting details, and conclusion.”
AZ.2.L.1 “Write multiple sentences in an order that supports a main idea or story.” No change needed to revision. Refinement agreed to by group.
2.L.2 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.”		 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.”		 No refinement needed
Knowledge of Language
2.L.3 “Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.”		 “Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.”		 No refinement needed
Vocabulary Acquisition and Use
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
2.L.4 “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.”		 “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.”		 No refinement needed
2.L.5 “Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).”		 “Demonstrate understanding of word relationships and nuances in word meanings.
a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).”		 No refinement needed
2.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). No refinement needed
Writing Standards: Foundational Skills (Not included in 2010 standards)
Code Standard Draft Standard  Standards Comparison Vertical Alignment Horizontal Alignment Final Decision
Write legibly in manuscript No change to revision. Refinement agreed to by group
Write with sufficient fluency to support composition No change to revision. Refinement agreed to by group
“Write the most common graphemes (letters or letter groups) for each phoneme, for example:
a. Consonants: /s/= s, ss, ce, ci, cy
/f/= f, ff, ph
/k/= c, k, ck
b. Vowels: /o/= o, o_e, oa, ow (long o)
/a/=a, a_e, ia, ay, eigh (long a)”		 No change to revision. Refinement agreed to by group
“Spell regular, single-syllable words that include:
a. Position-based patterns (e.g., ch, -tch; k, -ck; -ge, -dge)
b. Complex consonants blends (e.g., scr, str, squ)
c. Less common vowel teams for long vowels (e.g., ow, oo, au, ou,ue)
d. Vowel r combinations (e.g., turn, star, third, four, for)
e. Contractions (e.g., we’ll; I’m; they’ve; don’t)
f. Homophones (e.g., bear, bare; past, passed)
g. Plurals and possessives (e.g.; its, it’s)”		 No change to revision. Refinement agreed to by group
“Spell two- and three-syllable words that:
a. Combine closed, open, vowel teams, vowel-r, and Cve syllables (e.g., compete; robot; violet; understand)
b. Compounds comprising familiar parts (e.g., houseboat; yellowtail)
c. Include the most common prefixes and derivational suffixes (e.g., un, re, en; ful, -ment, -less)”		 No change to revision. Refinement agreed to by group
“Spell words with suffixes that require:
a. Consonant doubling (e.g., running, slipped)
b. Dropping silent -e (e.g., smiled, paving)
c. Changing y to I (e.g., cried)”		 No change to revision. Refinement agreed to by group
“Spell the 200 most often used words in English
a. Irregular words (e.g., against, many, enough, does)
b. Pattern-based words (e.g., which, kind, have)”		 No change to revision. Refinement agreed to by group
Posted on

Arizona 1st Grade ELA Standards: Standards Sub-Committee Working Group Draft 2016

1st Grade 2010 ELA Standards | 2016 ELA Standards Rewrite Comparison

Reading Standards for Literature
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RL.1 Ask and answer questions about key details in a text. Ask and answer questions such as who, what, where, why, and how about key details in a text. No changes, refinement agreed to by group.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Retell stories incuding key details and demonstrate understanding of their main idea, central message, or lesson. No changes, refinement agreed to by group.
1.RL.3 Describe characters, settings, and major events in a story, using key details. Describe characters, settings, and major events in a story, using key details.
Craft and Structure
1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types.
1.RL.6 Identify who is telling the story at various points in a text. Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events. Use illustrations and details in a story to describe its characters, setting, or events.
1.RL.8 (Not applicable to literature) (Not applicable to literature)
1.RL.9 Compare and contrast the adventures and experiences of characters in stories. Compare and contrast the adventures and experiences of characters in stories.
Integration of Knowledge and Ideas
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
Range of Reading and Level of Text Complexity
1.RI.1 Ask and answer questions about key details in a text. Ask and answer questions such as who, what, where, why, and how about key details in a text. No changes, refinement agreed to by group.
1.RI.2 Identify the main topic and retell key details of a text. Identify the main topic and retell key details of a text.
1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Add verbiage “key details” to align with 1.Ri.1 and 1.Ri.2. Describe the connection between two individuals, events, ideas, or pieces of information in a text using key details.
Craft and Structure
1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RI.7 Use the illustrations and details in a text to describe its key ideas. Use the illustrations and details in a text to describe its key ideas.
1.RI.8 Identify the reasons an author gives to support points in a text. Identify the reasons an author gives to support points in a text.
1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. With prompting and support, read informational texts including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1. Refinement agreed to by group.
AZ.1.RI.10 a. With prompting and support, read functional texts including history/social studies, science and technical texts, appropriately complex for grade 1. Delete AZ.1.RI.10 Refinement agreed to by group.
Reading Standards: Foundational Skills
Print Concepts
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RF.1 “Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).”		 “Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation).”

 “Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence: capitalization of first word and ending punctuation.”
Phonological Awareness
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.RF.2 “Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single‐syllable words.

b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words.

d. Segment spoken single syllable words into their complete sequence of individual sounds (phonemes).”

 “Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single‐syllable words.

b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

d. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words.

e. Segment spoken one syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t/)

f. Orally generate a series of original rhyming words using a variety of phonograms (e.g., -ed, -ake, -ant, ain,) and consonant blends (e.g., bl, st, tr)

 Refinement agreed to by group.
1.RF.3 “Know and apply grade‐level phonics and word analysis skills in decoding words.

a. Know the spelling‐sound correspondences for common consonant digraphs.

b. Decode regularly spelled one syllable words.

c. Know final ‐e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two‐syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade‐appropriate irregularly spelled words.”

 “Know and apply grade‐level phonics and word analysis skills in decoding words.

a. Know the spelling‐sound correspondences for common consonant digraphs.

b. Decode regularly spelled one syllable words.

c. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

d. Recognize and apply all six syllable types with grade-level appropriate texts.

e. Read words with inflectional endings.

f. Recognize and read grade‐appropriate irregularly spelled words.

 “Refinement agreed to by group.
1.RF.4 “Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”

 “Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.”
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.W.1 “Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.” “Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.”
1.W.2 “Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.” “Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.”
1.W.3 “Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.” “Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.”
Production and Distribution of Writing
1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above). With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).
AZ.1.W.4 “a. With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose.” Eliminate Az.1.W.4.a Refinement agreed to by group.
1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

 

Research to Build and Present Knowledge
Code Standard Draft Standard Vertical Alignment Horizontal Alignment Final Decision
1.W.7 “Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).” “Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).” Add verbiage to beginning “with guidance and support from adults” to align with 1.W.8. “With guidance and support from adults, Participate in shared research and writing projects (e.g., explore a number of “”how‐to”” books on a given topic and use them to write a sequence of instructions).”
1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
1.W.9 (Begins in grade 4)
Range of Writing
1.W.10 (Begins in grade 3) (Begins in grade 3)
Speaking and Listening Standards
Comprehension and Collaboration
1.SL.1 “Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion. “		 “Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.”
1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) Produce complete sentences when appropriate to task and situation. (See 1.L.1. for specific expectations.)
Presentation of Knowledge and Ideas
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.) Produce complete sentences when appropriate to task and situation. (See 1.L.1. for specific expectations.)
Language Standards
Conventions of Standard English
1.L.1 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Print all upper‐ and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.) d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.”		 “Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use common, proper, and possessive nouns.
b. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.)
c. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
d. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home.; Today I walk home.; Tomorrow I will walk home.).
e. Use frequently occurring adjectives.
f.Use frequently occurring conjunctions (e.g., and, but, or, so, because).
g. Use determiners (e.g., articles, demonstratives).
h. Use frequently occurring prepositions (e.g., during, beyond, toward).
i. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.”		 Refinement agreed to by group. Formatting: add a line space before a, b, c. Define i.e. and e.g. in glossary. *1.L.1a moved to Writing Foundations
AZ.1.L.1 k. Write multiple sentences in an order that supports a main idea or story. k. Write multiple sentences in an order that supports a main idea or story.
1.L.2 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.”		 “Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.		 Refinement agreed to by group. *1.L.2e – moved to Writing Foundations (1.WF.9)
Knowledge of Language
1.L.3 (Begins in grade 2) (Begins in grade 2)
Vocabulary Acquisition and Use
1.L.4 “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).”		 “Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).”		 Add verbiage “With guidance and support from adults” to beginning to align with 1.L.5. “With guidance and support from adults, determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence‐level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).”
1.L.5 “With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.”		 “With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real‐life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.”
1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Add verbiage “With guidance and support from adults” to beginning to align with 1.L.5. With guidance and support from adults, use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Writing Standards: Foundational Skills (Not present in 2010 standards) 2016
Write upper and lower case manuscript alphabet from memory
Write common grapheme (letter or letter group) for each phoneme
Orally segment the phonemes in any single-syllable, spoken word
Know that each syllable is organized around a vowel sound
Spelling
“Spell common, regular, single syllable words
a. short vowels and single consonants
b. Consonant graphemes including qu,x, and -ck; digraphs ( e.g., thin, shop when, much, sing); and doubled letters (e.g., off, will, mess)
c. Initial and final consonants blends (e.g., must, slab, plump)
d. Long vowels spelled correctly predictably, including VCe (e.g., came, like) a few common vowel teams (e.g., boat, play, wait, see, team, right), and final -y (e.g., cry)
e. Vowel -r combinations including er, ar, or (e.g., her, for, car)
“Spell words with inflections
a. Verbs with -ing, -ed and -s and no change in the base word (e.g., snowed, playing, jumps)
b. Nouns with -s, -es, and not change to the base word (e.g., rugs, kisses)
c. Adjectives with -er, -est and no change to the base word (e.g., slower)
“Spell two-syllable words that:
a. End in -y, -ly (e.g., smelly, badly)
b. Are compounds (e.g., hotdog)
c. Have two closed syllables (e.g., rabbit, wagon)
“Spell the 100 most often used words in English
a. Irregular words (e.g., said, what, are, they was)
b. Patterned based words (e.g., he, him, for, in, by, like)
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
Posted on

2016 AZMerit TUSD University High School

University High School

School Name Content Area Test Level Subgroup/Ethnicity Percent Passing Percent Performance Level 1 Percent Performance Level 2 Percent Performance Level 3 Percent Performance Level 4
University High School English Language Arts All All Students 94 1 5 39 55
University High School Math All All Students >98 * * * *
University High School English Language Arts All Male 93 1 6 42 51
University High School English Language Arts All Female 95 1 4 37 58
University High School Math All Male >98 * * * *
University High School Math All Female >98 * * * *
University High School English Language Arts All Homeless * * * * *
University High School Math All Homeless * * * * *
University High School English Language Arts All Economically Disadvantaged 94 1 5 46 48
University High School Math All Economically Disadvantaged >98 * * * *
University High School English Language Arts All Students with Disabilities * * * * *
University High School Math All Students with Disabilities * * * * *
University High School English Language Arts All Asian 95 * * 28 67
University High School English Language Arts All African American * * * * *
University High School English Language Arts All Hispanic/Latino 92 1 7 50 42
University High School English Language Arts All American Indian/Alaska Native * * * * *
University High School English Language Arts All Native Hawaiian/Other Pacific * * * * *
University High School English Language Arts All Two or More Races 94 * * 32 62
University High School English Language Arts All White 96 1 3 35 62
University High School Math All Asian >98 * * * *
University High School Math All African American * * * * *
University High School Math All Hispanic/Latino >98 * * * *
University High School Math All Two or More Races >98 * * * *
University High School Math All White >98 * * * *
University High School English Language Arts Grade 10 All Students 93 * * 39 53
University High School English Language Arts Grade 11 All Students 93 2 5 33 61
University High School English Language Arts Grade 9 All Students 96 * * 44 52
University High School Math Algebra I All Students >98 * * * *
University High School Math Algebra II All Students >98 * * * *
University High School Math Geometry All Students >98 * * * *
University High School English Language Arts Grade 10 Male 92 * * 42 50
University High School English Language Arts Grade 10 Female 93 1 6 38 55
University High School English Language Arts Grade 11 Male 93 2 5 31 62
University High School English Language Arts Grade 11 Female 94 1 5 34 60
University High School English Language Arts Grade 9 Male 93 1 6 50 43
University High School English Language Arts Grade 9 Female >98 * * * *
University High School Math Algebra I Male >98 * * * *
University High School Math Algebra I Female >98 * * * *
University High School Math Algebra II Male >98 * * * *
University High School Math Algebra II Female >98 * * * *
University High School Math Geometry Male >98 * * * *
University High School Math Geometry Female >98 * * * *
University High School English Language Arts Grade 9 Homeless * * * * *
University High School Math Algebra I Homeless * * * * *
University High School English Language Arts Grade 10 Economically Disadvantaged 94 * * 47 47
University High School English Language Arts Grade 11 Economically Disadvantaged 93 1 6 43 49
University High School English Language Arts Grade 9 Economically Disadvantaged 96 1 3 49 48
University High School Math Algebra I Economically Disadvantaged >98 * * * *
University High School Math Algebra II Economically Disadvantaged >98 * * * *
University High School Math Geometry Economically Disadvantaged >98 * * * *
University High School English Language Arts Grade 9 Students with Disabilities * * * * *
University High School Math Algebra I Students with Disabilities * * * * *
University High School English Language Arts Grade 10 Asian 94 * * 28 67
University High School English Language Arts Grade 10 African American * * * * *
University High School English Language Arts Grade 10 Hispanic/Latino 89 * * 51 38
University High School English Language Arts Grade 10 Native Hawaiian/Other Pacific * * * * *
University High School English Language Arts Grade 10 Two or More Races 89 * * 25 64
University High School English Language Arts Grade 10 White 96 * * 37 60
University High School English Language Arts Grade 11 Asian >98 * * * *
University High School English Language Arts Grade 11 African American * * * * *
University High School English Language Arts Grade 11 Hispanic/Latino 88 2 10 42 46
University High School English Language Arts Grade 11 American Indian/Alaska Native * * * * *
University High School English Language Arts Grade 11 Two or More Races >98 * * * *
University High School English Language Arts Grade 11 White 96 2 3 29 67
University High School English Language Arts Grade 9 Asian 93 * * 30 63
University High School English Language Arts Grade 9 African American * * * * *
University High School English Language Arts Grade 9 Hispanic/Latino 98 * * 55 43
University High School English Language Arts Grade 9 Two or More Races 93 * * 43 50
University High School English Language Arts Grade 9 White 97 1 2 38 59
University High School Math Algebra I Asian * * * * *
University High School Math Algebra I African American * * * * *
University High School Math Algebra I Hispanic/Latino >98 * * * *
University High School Math Algebra I Two or More Races >98 * * * *
University High School Math Algebra I White >98 * * * *
University High School Math Algebra II Asian >98 * * * *
University High School Math Algebra II Hispanic/Latino >98 * * * *
University High School Math Algebra II Two or More Races >98 * * * *
University High School Math Algebra II White >98 * * * *
University High School Math Geometry Asian >98 * * * *
University High School Math Geometry African American * * * * *
University High School Math Geometry Hispanic/Latino >98 * * * *
University High School Math Geometry Two or More Races >98 * * * *
University High School Math Geometry White >98 * * * *
Posted on

2016 AZMerit TUSD Tucson Magnet High School

Tucson Magnet High School

School Name Content Area Test Level Subgroup/Ethnicity Percent Passing Percent Performance Level 1 Percent Performance Level 2 Percent Performance Level 3 Percent Performance Level 4
Tucson Magnet High School English Language Arts All All Students 24 54 22 18 6
Tucson Magnet High School Math All All Students 16 63 22 15 1
Tucson Magnet High School English Language Arts All Male 18 61 21 14 5
Tucson Magnet High School English Language Arts All Female 28 49 23 22 6
Tucson Magnet High School Math All Male 15 64 21 14 1
Tucson Magnet High School Math All Female 16 62 22 * *
Tucson Magnet High School English Language Arts All Homeless 11 60 29 * *
Tucson Magnet High School Math All Homeless 10 84 6 * *
Tucson Magnet High School English Language Arts All Economically Disadvantaged 17 61 23 13 3
Tucson Magnet High School Math All Economically Disadvantaged 11 68 21 10 1
Tucson Magnet High School English Language Arts All Limited English Proficient <2 * * * *
Tucson Magnet High School Math All Limited English Proficient 13 * * * *
Tucson Magnet High School English Language Arts All Students with Disabilities 5 89 7 4 1
Tucson Magnet High School Math All Students with Disabilities 4 88 8 * *
Tucson Magnet High School English Language Arts All Asian 30 57 13 26 4
Tucson Magnet High School English Language Arts All African American 19 59 22 17 2
Tucson Magnet High School English Language Arts All Hispanic/Latino 20 57 23 16 4
Tucson Magnet High School English Language Arts All American Indian/Alaska Native 18 59 23 17 2
Tucson Magnet High School English Language Arts All Two or More Races 36 48 16 23 13
Tucson Magnet High School English Language Arts All White 48 32 20 30 18
Tucson Magnet High School Math All Asian 48 33 19 * *
Tucson Magnet High School Math All African American 9 73 18 * *
Tucson Magnet High School Math All Hispanic/Latino 13 66 21 * *
Tucson Magnet High School Math All American Indian/Alaska Native 5 76 19 * *
Tucson Magnet High School Math All Two or More Races 28 56 16 * *
Tucson Magnet High School Math All White 33 41 26 29 4
Tucson Magnet High School English Language Arts Grade 10 All Students 20 62 18 15 5
Tucson Magnet High School English Language Arts Grade 11 All Students 24 60 16 18 7
Tucson Magnet High School English Language Arts Grade 9 All Students 26 42 32 21 5
Tucson Magnet High School Math Algebra I All Students 18 62 20 17 1
Tucson Magnet High School Math Algebra II All Students 14 66 20 13 1
Tucson Magnet High School Math Geometry All Students 15 60 25 * *
Tucson Magnet High School English Language Arts Grade 10 Male 16 66 18 14 3
Tucson Magnet High School English Language Arts Grade 10 Female 23 58 18 17 6
Tucson Magnet High School English Language Arts Grade 11 Male 17 65 17 12 6
Tucson Magnet High School English Language Arts Grade 11 Female 31 54 15 23 8
Tucson Magnet High School English Language Arts Grade 9 Male 22 50 28 16 5
Tucson Magnet High School English Language Arts Grade 9 Female 30 35 35 25 5
Tucson Magnet High School Math Algebra I Male 17 63 19 15 2
Tucson Magnet High School Math Algebra I Female 19 61 20 18 1
Tucson Magnet High School Math Algebra II Male 14 69 17 13 1
Tucson Magnet High School Math Algebra II Female 14 64 22 * *
Tucson Magnet High School Math Geometry Male 15 59 26 14 1
Tucson Magnet High School Math Geometry Female 15 61 23 * *
Tucson Magnet High School English Language Arts Grade 10 Homeless * * * * *
Tucson Magnet High School English Language Arts Grade 11 Homeless * * * * *
Tucson Magnet High School English Language Arts Grade 9 Homeless 11 44 44 * *
Tucson Magnet High School Math Algebra I Homeless 18 * * * *
Tucson Magnet High School Math Algebra II Homeless * * * * *
Tucson Magnet High School Math Geometry Homeless <2 * * * *
Tucson Magnet High School English Language Arts Grade 10 Economically Disadvantaged 14 69 18 11 3
Tucson Magnet High School English Language Arts Grade 11 Economically Disadvantaged 17 66 17 13 4
Tucson Magnet High School English Language Arts Grade 9 Economically Disadvantaged 19 49 32 16 3
Tucson Magnet High School Math Algebra I Economically Disadvantaged 13 68 19 12 1
Tucson Magnet High School Math Algebra II Economically Disadvantaged 9 70 21 * *
Tucson Magnet High School Math Geometry Economically Disadvantaged 10 66 24 * *
Tucson Magnet High School English Language Arts Grade 10 Limited English Proficient * * * * *
Tucson Magnet High School English Language Arts Grade 11 Limited English Proficient * * * * *
Tucson Magnet High School English Language Arts Grade 9 Limited English Proficient * * * * *
Tucson Magnet High School Math Algebra I Limited English Proficient * * * * *
Tucson Magnet High School Math Algebra II Limited English Proficient * * * * *
Tucson Magnet High School Math Geometry Limited English Proficient * * * * *
Tucson Magnet High School English Language Arts Grade 10 Students with Disabilities 4 93 4 2 2
Tucson Magnet High School English Language Arts Grade 11 Students with Disabilities 2 97 2 * *
Tucson Magnet High School English Language Arts Grade 9 Students with Disabilities 9 78 13 * *
Tucson Magnet High School Math Algebra I Students with Disabilities 6 84 10 * *
Tucson Magnet High School Math Algebra II Students with Disabilities <2 * * * *
Tucson Magnet High School Math Geometry Students with Disabilities 3 90 7 * *
Tucson Magnet High School English Language Arts Grade 10 Asian * * * * *
Tucson Magnet High School English Language Arts Grade 10 African American 25 63 13 19 6
Tucson Magnet High School English Language Arts Grade 10 Hispanic/Latino 17 64 19 14 4
Tucson Magnet High School English Language Arts Grade 10 American Indian/Alaska Native 21 71 8 * *
Tucson Magnet High School English Language Arts Grade 10 Two or More Races 21 64 14 18 4
Tucson Magnet High School English Language Arts Grade 10 White 39 42 19 24 15
Tucson Magnet High School English Language Arts Grade 11 Asian * * * * *
Tucson Magnet High School English Language Arts Grade 11 African American 18 71 12 * *
Tucson Magnet High School English Language Arts Grade 11 Hispanic/Latino 20 64 16 16 4
Tucson Magnet High School English Language Arts Grade 11 American Indian/Alaska Native 24 47 29 18 6
Tucson Magnet High School English Language Arts Grade 11 Two or More Races 33 50 17 17 17
Tucson Magnet High School English Language Arts Grade 11 White 55 30 16 30 25
Tucson Magnet High School English Language Arts Grade 9 Asian * * * * *
Tucson Magnet High School English Language Arts Grade 9 African American 15 50 35 * *
Tucson Magnet High School English Language Arts Grade 9 Hispanic/Latino 21 45 34 18 3
Tucson Magnet High School English Language Arts Grade 9 American Indian/Alaska Native 12 56 32 * *
Tucson Magnet High School English Language Arts Grade 9 Two or More Races 56 28 16 36 20
Tucson Magnet High School English Language Arts Grade 9 White 49 26 24 34 15
Tucson Magnet High School Math Algebra I Asian * * * * *
Tucson Magnet High School Math Algebra I African American 6 81 13 * *
Tucson Magnet High School Math Algebra I Hispanic/Latino 17 64 19 16 1
Tucson Magnet High School Math Algebra I American Indian/Alaska Native <2 * * * *
Tucson Magnet High School Math Algebra I Two or More Races 42 46 13 * *
Tucson Magnet High School Math Algebra I White 25 45 30 21 4
Tucson Magnet High School Math Algebra II Asian * * * * *
Tucson Magnet High School Math Algebra II African American 11 78 11 * *
Tucson Magnet High School Math Algebra II Hispanic/Latino 11 70 19 * *
Tucson Magnet High School Math Algebra II American Indian/Alaska Native 13 75 13 * *
Tucson Magnet High School Math Algebra II Two or More Races 18 61 21 * *
Tucson Magnet High School Math Algebra II White 30 43 28 26 3
Tucson Magnet High School Math Geometry Asian * * * * *
Tucson Magnet High School Math Geometry African American 9 64 27 * *
Tucson Magnet High School Math Geometry Hispanic/Latino 11 63 26 * *
Tucson Magnet High School Math Geometry American Indian/Alaska Native 4 75 21 * *
Tucson Magnet High School Math Geometry Two or More Races 29 58 13 * *
Tucson Magnet High School Math Geometry White 42 37 22 38 4
Posted on

2016 AZMerit TUSD Santa Rita High School

Santa Rita High School

School Name Content Area Test Level Subgroup/Ethnicity Percent Passing Percent Performance Level 1 Percent Performance Level 2 Percent Performance Level 3 Percent Performance Level 4
Santa Rita High School English Language Arts All All Students 11 76 12 9 3
Santa Rita High School Math All All Students 4 85 11 * *
Santa Rita High School English Language Arts All Male 9 76 14 7 2
Santa Rita High School English Language Arts All Female 14 76 10 10 4
Santa Rita High School Math All Male 4 86 10 3 1
Santa Rita High School Math All Female 4 85 11 * *
Santa Rita High School English Language Arts All Homeless <2 * * * *
Santa Rita High School Math All Homeless <2 * * * *
Santa Rita High School English Language Arts All Economically Disadvantaged 10 76 13 9 2
Santa Rita High School Math All Economically Disadvantaged 4 86 10 * *
Santa Rita High School English Language Arts All Limited English Proficient * * * * *
Santa Rita High School Math All Limited English Proficient * * * * *
Santa Rita High School English Language Arts All Students with Disabilities <2 * * * *
Santa Rita High School Math All Students with Disabilities <2 * * * *
Santa Rita High School English Language Arts All Asian * * * * *
Santa Rita High School English Language Arts All African American 8 84 8 * *
Santa Rita High School English Language Arts All Hispanic/Latino 10 76 14 8 1
Santa Rita High School English Language Arts All American Indian/Alaska Native * * * * *
Santa Rita High School English Language Arts All Native Hawaiian/Other Pacific * * * * *
Santa Rita High School English Language Arts All Two or More Races 20 72 8 12 8
Santa Rita High School English Language Arts All White 14 73 14 9 4
Santa Rita High School Math All Asian * * * * *
Santa Rita High School Math All African American 4 * * * *
Santa Rita High School Math All Hispanic/Latino 3 87 10 * *
Santa Rita High School Math All American Indian/Alaska Native * * * * *
Santa Rita High School Math All Native Hawaiian/Other Pacific * * * * *
Santa Rita High School Math All Two or More Races 7 78 15 * *
Santa Rita High School Math All White 3 84 13 2 1
Santa Rita High School English Language Arts Grade 10 All Students 7 84 9 6 1
Santa Rita High School English Language Arts Grade 11 All Students 13 78 8 8 5
Santa Rita High School English Language Arts Grade 9 All Students 14 65 21 12 2
Santa Rita High School Math Algebra I All Students 8 85 8 * *
Santa Rita High School Math Algebra II All Students <2 * * * *
Santa Rita High School Math Geometry All Students 3 88 9 * *
Santa Rita High School English Language Arts Grade 10 Male 4 86 10 * *
Santa Rita High School English Language Arts Grade 10 Female 10 83 8 8 2
Santa Rita High School English Language Arts Grade 11 Male 13 75 13 7 5
Santa Rita High School English Language Arts Grade 11 Female 14 83 2 10 5
Santa Rita High School English Language Arts Grade 9 Male 10 69 21 * *
Santa Rita High School English Language Arts Grade 9 Female 19 60 21 14 5
Santa Rita High School Math Algebra I Male 6 88 6 * *
Santa Rita High School Math Algebra I Female 10 81 10 * *
Santa Rita High School Math Algebra II Male 2 82 16 * *
Santa Rita High School Math Algebra II Female <2 * * * *
Santa Rita High School Math Geometry Male 3 88 10 * *
Santa Rita High School Math Geometry Female 3 88 9 * *
Santa Rita High School English Language Arts Grade 10 Homeless * * * * *
Santa Rita High School English Language Arts Grade 11 Homeless * * * * *
Santa Rita High School English Language Arts Grade 9 Homeless * * * * *
Santa Rita High School Math Algebra I Homeless * * * * *
Santa Rita High School Math Algebra II Homeless * * * * *
Santa Rita High School Math Geometry Homeless * * * * *
Santa Rita High School English Language Arts Grade 10 Economically Disadvantaged 6 85 9 * *
Santa Rita High School English Language Arts Grade 11 Economically Disadvantaged 8 85 8 4 4
Santa Rita High School English Language Arts Grade 9 Economically Disadvantaged 17 61 22 16 2
Santa Rita High School Math Algebra I Economically Disadvantaged 9 83 8 * *
Santa Rita High School Math Algebra II Economically Disadvantaged <2 * * * *
Santa Rita High School Math Geometry Economically Disadvantaged 3 89 8 * *
Santa Rita High School English Language Arts Grade 10 Limited English Proficient * * * * *
Santa Rita High School English Language Arts Grade 11 Limited English Proficient * * * * *
Santa Rita High School English Language Arts Grade 9 Limited English Proficient * * * * *
Santa Rita High School Math Algebra I Limited English Proficient * * * * *
Santa Rita High School Math Algebra II Limited English Proficient * * * * *
Santa Rita High School Math Geometry Limited English Proficient * * * * *
Santa Rita High School English Language Arts Grade 10 Students with Disabilities <2 * * * *
Santa Rita High School English Language Arts Grade 11 Students with Disabilities <2 * * * *
Santa Rita High School English Language Arts Grade 9 Students with Disabilities <2 * * * *
Santa Rita High School Math Algebra I Students with Disabilities <2 * * * *
Santa Rita High School Math Algebra II Students with Disabilities <2 * * * *
Santa Rita High School Math Geometry Students with Disabilities <2 * * * *
Santa Rita High School English Language Arts Grade 10 Asian * * * * *
Santa Rita High School English Language Arts Grade 10 African American * * * * *
Santa Rita High School English Language Arts Grade 10 Hispanic/Latino 6 89 6 * *
Santa Rita High School English Language Arts Grade 10 Native Hawaiian/Other Pacific * * * * *
Santa Rita High School English Language Arts Grade 10 Two or More Races * * * * *
Santa Rita High School English Language Arts Grade 10 White 7 79 14 * *
Santa Rita High School English Language Arts Grade 11 Asian * * * * *
Santa Rita High School English Language Arts Grade 11 African American * * * * *
Santa Rita High School English Language Arts Grade 11 Hispanic/Latino 8 82 10 3 5
Santa Rita High School English Language Arts Grade 11 American Indian/Alaska Native * * * * *
Santa Rita High School English Language Arts Grade 11 Native Hawaiian/Other Pacific * * * * *
Santa Rita High School English Language Arts Grade 11 Two or More Races * * * * *
Santa Rita High School English Language Arts Grade 11 White 22 68 10 15 7
Santa Rita High School English Language Arts Grade 9 African American 18 64 18 * *
Santa Rita High School English Language Arts Grade 9 Hispanic/Latino 16 56 28 * *
Santa Rita High School English Language Arts Grade 9 American Indian/Alaska Native * * * * *
Santa Rita High School English Language Arts Grade 9 Two or More Races * * * * *
Santa Rita High School English Language Arts Grade 9 White 8 73 19 4 4
Santa Rita High School Math Algebra I African American 9 * * * *
Santa Rita High School Math Algebra I Hispanic/Latino 7 88 5 * *
Santa Rita High School Math Algebra I American Indian/Alaska Native * * * * *
Santa Rita High School Math Algebra I Two or More Races 9 73 18 * *
Santa Rita High School Math Algebra I White 8 81 12 * *
Santa Rita High School Math Algebra II Asian * * * * *
Santa Rita High School Math Algebra II African American * * * * *
Santa Rita High School Math Algebra II Hispanic/Latino <2 * * * *
Santa Rita High School Math Algebra II Native Hawaiian/Other Pacific * * * * *
Santa Rita High School Math Algebra II Two or More Races * * * * *
Santa Rita High School Math Algebra II White 3 78 19 * *
Santa Rita High School Math Geometry Asian * * * * *
Santa Rita High School Math Geometry African American * * * * *
Santa Rita High School Math Geometry Hispanic/Latino 2 88 10 * *
Santa Rita High School Math Geometry Native Hawaiian/Other Pacific * * * * *
Santa Rita High School Math Geometry Two or More Races * * * * *
Santa Rita High School Math Geometry White <2 * * * *
Posted on

2016 AZMerit TUSD Sahuaro High School

Sahuaro High School

School Name Content Area Test Level Subgroup/Ethnicity Percent Passing Percent Performance Level 1 Percent Performance Level 2 Percent Performance Level 3 Percent Performance Level 4
Sahuaro High School English Language Arts All All Students 23 53 24 17 5
Sahuaro High School Math All All Students 18 61 21 16 2
Sahuaro High School English Language Arts All Male 20 57 22 16 5
Sahuaro High School English Language Arts All Female 26 48 26 19 6
Sahuaro High School Math All Male 19 60 21 17 2
Sahuaro High School Math All Female 16 62 22 15 1
Sahuaro High School English Language Arts All Homeless 10 65 25 * *
Sahuaro High School Math All Homeless 13 74 13 * *
Sahuaro High School English Language Arts All Economically Disadvantaged 19 57 24 17 2
Sahuaro High School Math All Economically Disadvantaged 13 66 21 12 1
Sahuaro High School English Language Arts All Limited English Proficient * * * * *
Sahuaro High School Math All Limited English Proficient * * * * *
Sahuaro High School English Language Arts All Students with Disabilities 3 87 10 * *
Sahuaro High School Math All Students with Disabilities 3 90 7 * *
Sahuaro High School English Language Arts All Asian 33 40 27 27 7
Sahuaro High School English Language Arts All African American 18 50 32 16 2
Sahuaro High School English Language Arts All Hispanic/Latino 17 60 23 14 3
Sahuaro High School English Language Arts All American Indian/Alaska Native * * * * *
Sahuaro High School English Language Arts All Native Hawaiian/Other Pacific * * * * *
Sahuaro High School English Language Arts All Two or More Races 26 57 17 20 6
Sahuaro High School English Language Arts All White 28 46 26 20 8
Sahuaro High School Math All Asian 36 39 25 29 7
Sahuaro High School Math All African American 11 71 18 * *
Sahuaro High School Math All Hispanic/Latino 12 68 19 11 1
Sahuaro High School Math All American Indian/Alaska Native * * * * *
Sahuaro High School Math All Native Hawaiian/Other Pacific * * * * *
Sahuaro High School Math All Two or More Races 8 74 19 * *
Sahuaro High School Math All White 25 52 24 22 3
Sahuaro High School English Language Arts Grade 10 All Students 15 64 21 11 4
Sahuaro High School English Language Arts Grade 11 All Students 24 57 19 17 7
Sahuaro High School English Language Arts Grade 9 All Students 28 40 32 23 5
Sahuaro High School Math Algebra I All Students 16 60 23 15 2
Sahuaro High School Math Algebra II All Students 14 67 19 13 1
Sahuaro High School Math Geometry All Students 22 57 21 20 2
Sahuaro High School English Language Arts Grade 10 Male 12 70 18 8 4
Sahuaro High School English Language Arts Grade 10 Female 18 58 23 14 4
Sahuaro High School English Language Arts Grade 11 Male 22 64 15 16 6
Sahuaro High School English Language Arts Grade 11 Female 27 50 23 19 8
Sahuaro High School English Language Arts Grade 9 Male 25 43 32 21 4
Sahuaro High School English Language Arts Grade 9 Female 31 36 33 25 6
Sahuaro High School Math Algebra I Male 18 60 22 15 3
Sahuaro High School Math Algebra I Female 15 60 25 14 1
Sahuaro High School Math Algebra II Male 11 68 21 * *
Sahuaro High School Math Algebra II Female 17 65 17 15 2
Sahuaro High School Math Geometry Male 27 54 19 23 4
Sahuaro High School Math Geometry Female 17 61 23 16 1
Sahuaro High School English Language Arts Grade 10 Homeless * * * * *
Sahuaro High School English Language Arts Grade 11 Homeless * * * * *
Sahuaro High School English Language Arts Grade 9 Homeless * * * * *
Sahuaro High School Math Algebra I Homeless * * * * *
Sahuaro High School Math Algebra II Homeless * * * * *
Sahuaro High School Math Geometry Homeless * * * * *
Sahuaro High School English Language Arts Grade 10 Economically Disadvantaged 13 66 21 12 2
Sahuaro High School English Language Arts Grade 11 Economically Disadvantaged 21 63 16 18 3
Sahuaro High School English Language Arts Grade 9 Economically Disadvantaged 23 45 32 21 2
Sahuaro High School Math Algebra I Economically Disadvantaged 12 66 22 10 2
Sahuaro High School Math Algebra II Economically Disadvantaged 11 74 15 9 1
Sahuaro High School Math Geometry Economically Disadvantaged 16 60 24 * *
Sahuaro High School English Language Arts Grade 10 Limited English Proficient * * * * *
Sahuaro High School English Language Arts Grade 11 Limited English Proficient * * * * *
Sahuaro High School Math Algebra I Limited English Proficient * * * * *
Sahuaro High School Math Algebra II Limited English Proficient * * * * *
Sahuaro High School Math Geometry Limited English Proficient * * * * *
Sahuaro High School English Language Arts Grade 10 Students with Disabilities <2 * * * *
Sahuaro High School English Language Arts Grade 11 Students with Disabilities 4 82 14 * *
Sahuaro High School English Language Arts Grade 9 Students with Disabilities 4 85 11 * *
Sahuaro High School Math Algebra I Students with Disabilities 2 96 2 * *
Sahuaro High School Math Algebra II Students with Disabilities <2 * * * *
Sahuaro High School Math Geometry Students with Disabilities 5 84 11 * *
Sahuaro High School English Language Arts Grade 10 Asian * * * * *
Sahuaro High School English Language Arts Grade 10 African American 15 69 15 8 8
Sahuaro High School English Language Arts Grade 10 Hispanic/Latino 10 70 20 8 3
Sahuaro High School English Language Arts Grade 10 American Indian/Alaska Native * * * * *
Sahuaro High School English Language Arts Grade 10 Native Hawaiian/Other Pacific * * * * *
Sahuaro High School English Language Arts Grade 10 Two or More Races 19 72 9 14 5
Sahuaro High School English Language Arts Grade 10 White 19 55 26 14 5
Sahuaro High School English Language Arts Grade 11 Asian * * * * *
Sahuaro High School English Language Arts Grade 11 African American 27 33 40 * *
Sahuaro High School English Language Arts Grade 11 Hispanic/Latino 18 65 17 14 4
Sahuaro High School English Language Arts Grade 11 American Indian/Alaska Native * * * * *
Sahuaro High School English Language Arts Grade 11 Two or More Races 36 48 15 27 9
Sahuaro High School English Language Arts Grade 11 White 28 54 19 17 10
Sahuaro High School English Language Arts Grade 9 Asian 27 36 36 * *
Sahuaro High School English Language Arts Grade 9 African American 14 50 36 * *
Sahuaro High School English Language Arts Grade 9 Hispanic/Latino 22 46 32 19 3
Sahuaro High School English Language Arts Grade 9 American Indian/Alaska Native * * * * *
Sahuaro High School English Language Arts Grade 9 Native Hawaiian/Other Pacific * * * * *
Sahuaro High School English Language Arts Grade 9 Two or More Races 26 39 35 22 4
Sahuaro High School English Language Arts Grade 9 White 35 34 31 27 8
Sahuaro High School Math Algebra I Asian * * * * *
Sahuaro High School Math Algebra I African American 5 68 27 * *
Sahuaro High School Math Algebra I Hispanic/Latino 11 67 23 9 2
Sahuaro High School Math Algebra I Two or More Races 13 65 22 * *
Sahuaro High School Math Algebra I White 25 50 25 22 3
Sahuaro High School Math Algebra II Asian 33 33 33 17 17
Sahuaro High School Math Algebra II African American 21 64 14 * *
Sahuaro High School Math Algebra II Hispanic/Latino 10 76 14 9 1
Sahuaro High School Math Algebra II American Indian/Alaska Native * * * * *
Sahuaro High School Math Algebra II Two or More Races 3 69 28 * *
Sahuaro High School Math Algebra II White 19 59 22 18 1
Sahuaro High School Math Geometry Asian * * * * *
Sahuaro High School Math Geometry African American * * * * *
Sahuaro High School Math Geometry Hispanic/Latino 16 63 21 15 1
Sahuaro High School Math Geometry American Indian/Alaska Native * * * * *
Sahuaro High School Math Geometry Native Hawaiian/Other Pacific * * * * *
Sahuaro High School Math Geometry Two or More Races 8 83 8 * *
Sahuaro High School Math Geometry White 29 47 24 25 4
Posted on

2016 AZMerit TUSD Sabino High School

Sabino High School

School Name Content Area Test Level Subgroup/Ethnicity Percent Passing Percent Performance Level 1 Percent Performance Level 2 Percent Performance Level 3 Percent Performance Level 4
Sabino High School English Language Arts All All Students 36 42 22 26 10
Sabino High School Math All All Students 39 39 21 33 6
Sabino High School English Language Arts All Male 31 50 19 23 8
Sabino High School English Language Arts All Female 41 34 25 29 12
Sabino High School Math All Male 39 43 18 32 7
Sabino High School Math All Female 40 36 24 34 6
Sabino High School English Language Arts All Homeless * * * * *
Sabino High School Math All Homeless * * * * *
Sabino High School English Language Arts All Economically Disadvantaged 22 58 20 18 4
Sabino High School Math All Economically Disadvantaged 28 57 16 24 4
Sabino High School English Language Arts All Limited English Proficient * * * * *
Sabino High School Math All Limited English Proficient * * * * *
Sabino High School English Language Arts All Students with Disabilities 7 79 14 * *
Sabino High School Math All Students with Disabilities 9 80 11 * *
Sabino High School English Language Arts All Asian * * * * *
Sabino High School English Language Arts All African American 10 85 5 * *
Sabino High School English Language Arts All Hispanic/Latino 29 47 24 24 5
Sabino High School English Language Arts All American Indian/Alaska Native * * * * *
Sabino High School English Language Arts All Native Hawaiian/Other Pacific * * * * *
Sabino High School English Language Arts All Two or More Races 51 35 14 32 19
Sabino High School English Language Arts All White 40 37 23 27 13
Sabino High School Math All Asian * * * * *
Sabino High School Math All African American 11 63 26 * *
Sabino High School Math All Hispanic/Latino 32 42 26 29 3
Sabino High School Math All American Indian/Alaska Native * * * * *
Sabino High School Math All Native Hawaiian/Other Pacific * * * * *
Sabino High School Math All Two or More Races 44 42 14 40 4
Sabino High School Math All White 45 36 19 36 9
Sabino High School English Language Arts Grade 10 All Students 33 44 23 22 11
Sabino High School English Language Arts Grade 11 All Students 31 52 17 21 10
Sabino High School English Language Arts Grade 9 All Students 45 27 28 35 9
Sabino High School Math Algebra I All Students 44 38 17 40 4
Sabino High School Math Algebra II All Students 37 45 18 32 6
Sabino High School Math Geometry All Students 37 34 29 29 8
Sabino High School English Language Arts Grade 10 Male 29 53 18 20 9
Sabino High School English Language Arts Grade 10 Female 37 34 28 24 13
Sabino High School English Language Arts Grade 11 Male 26 57 17 19 7
Sabino High School English Language Arts Grade 11 Female 37 46 18 24 13
Sabino High School English Language Arts Grade 9 Male 39 36 25 32 7
Sabino High School English Language Arts Grade 9 Female 49 21 30 38 11
Sabino High School Math Algebra I Male 44 40 16 38 6
Sabino High School Math Algebra I Female 44 37 19 41 3
Sabino High School Math Algebra II Male 34 52 14 27 7
Sabino High School Math Algebra II Female 41 36 23 36 4
Sabino High School Math Geometry Male 39 34 27 32 7
Sabino High School Math Geometry Female 36 34 31 26 9
Sabino High School English Language Arts Grade 10 Homeless * * * * *
Sabino High School English Language Arts Grade 11 Homeless * * * * *
Sabino High School English Language Arts Grade 9 Homeless * * * * *
Sabino High School Math Algebra I Homeless * * * * *
Sabino High School Math Algebra II Homeless * * * * *
Sabino High School Math Geometry Homeless * * * * *
Sabino High School English Language Arts Grade 10 Economically Disadvantaged 19 63 17 13 6
Sabino High School English Language Arts Grade 11 Economically Disadvantaged 17 67 17 13 4
Sabino High School English Language Arts Grade 9 Economically Disadvantaged 30 43 26 28 2
Sabino High School Math Algebra I Economically Disadvantaged 33 58 9 * *
Sabino High School Math Algebra II Economically Disadvantaged 30 55 16 23 7
Sabino High School Math Geometry Economically Disadvantaged 20 57 22 16 4
Sabino High School English Language Arts Grade 11 Limited English Proficient * * * * *
Sabino High School Math Geometry Limited English Proficient * * * * *
Sabino High School English Language Arts Grade 10 Students with Disabilities 4 83 13 * *
Sabino High School English Language Arts Grade 11 Students with Disabilities 9 * * * *
Sabino High School English Language Arts Grade 9 Students with Disabilities 8 58 33 * *
Sabino High School Math Algebra I Students with Disabilities 13 70 17 * *
Sabino High School Math Algebra II Students with Disabilities 4 91 4 * *
Sabino High School Math Geometry Students with Disabilities 8 79 13 * *
Sabino High School English Language Arts Grade 10 African American * * * * *
Sabino High School English Language Arts Grade 10 Hispanic/Latino 25 49 26 19 5
Sabino High School English Language Arts Grade 10 Two or More Races 58 * * 33 25
Sabino High School English Language Arts Grade 10 White 36 40 24 23 13
Sabino High School English Language Arts Grade 11 Asian * * * * *
Sabino High School English Language Arts Grade 11 African American * * * * *
Sabino High School English Language Arts Grade 11 Hispanic/Latino 29 58 13 23 6
Sabino High School English Language Arts Grade 11 American Indian/Alaska Native * * * * *
Sabino High School English Language Arts Grade 11 Native Hawaiian/Other Pacific * * * * *
Sabino High School English Language Arts Grade 11 Two or More Races 25 54 21 13 13
Sabino High School English Language Arts Grade 11 White 36 45 19 23 13
Sabino High School English Language Arts Grade 9 Asian * * * * *
Sabino High School English Language Arts Grade 9 African American * * * * *
Sabino High School English Language Arts Grade 9 Hispanic/Latino 33 34 33 30 3
Sabino High School English Language Arts Grade 9 Native Hawaiian/Other Pacific * * * * *
Sabino High School English Language Arts Grade 9 Two or More Races 76 10 14 52 24
Sabino High School English Language Arts Grade 9 White 49 24 27 38 11
Sabino High School Math Algebra I Asian * * * * *
Sabino High School Math Algebra I African American * * * * *
Sabino High School Math Algebra I Hispanic/Latino 40 43 17 38 2
Sabino High School Math Algebra I American Indian/Alaska Native * * * * *
Sabino High School Math Algebra I Native Hawaiian/Other Pacific * * * * *
Sabino High School Math Algebra I Two or More Races 57 36 7 * *
Sabino High School Math Algebra I White 47 36 18 39 8
Sabino High School Math Algebra II Asian * * * * *
Sabino High School Math Algebra II African American * * * * *
Sabino High School Math Algebra II Hispanic/Latino 30 43 28 28 2
Sabino High School Math Algebra II American Indian/Alaska Native * * * * *
Sabino High School Math Algebra II Native Hawaiian/Other Pacific * * * * *
Sabino High School Math Algebra II Two or More Races 33 56 11 * *
Sabino High School Math Algebra II White 44 41 15 35 9
Sabino High School Math Geometry Asian * * * * *
Sabino High School Math Geometry African American * * * * *
Sabino High School Math Geometry Hispanic/Latino 26 40 33 22 4
Sabino High School Math Geometry Two or More Races 44 33 22 33 11
Sabino High School Math Geometry White 45 29 26 35 10
Posted on

2016 AZMerit TUSD Rincon High School

Rincon High School

School Name Content Area Test Level Subgroup/Ethnicity Percent Passing Percent Performance Level 1 Percent Performance Level 2 Percent Performance Level 3 Percent Performance Level 4
Rincon High School English Language Arts All All Students 22 57 20 18 5
Rincon High School Math All All Students 15 63 22 13 2
Rincon High School English Language Arts All Male 20 58 22 16 4
Rincon High School English Language Arts All Female 25 57 19 20 5
Rincon High School Math All Male 16 63 21 13 3
Rincon High School Math All Female 14 64 22 13 1
Rincon High School English Language Arts All Homeless 12 62 27 8 4
Rincon High School Math All Homeless 5 71 24 * *
Rincon High School English Language Arts All Economically Disadvantaged 19 62 18 16 4
Rincon High School Math All Economically Disadvantaged 14 65 21 12 2
Rincon High School English Language Arts All Limited English Proficient <2 * * * *
Rincon High School Math All Limited English Proficient 8 83 8 * *
Rincon High School English Language Arts All Students with Disabilities 3 85 12 * *
Rincon High School Math All Students with Disabilities 2 89 9 * *
Rincon High School English Language Arts All Asian 28 53 19 22 6
Rincon High School English Language Arts All African American 9 82 9 * *
Rincon High School English Language Arts All Hispanic/Latino 24 52 24 20 4
Rincon High School English Language Arts All American Indian/Alaska Native * * * * *
Rincon High School English Language Arts All Native Hawaiian/Other Pacific * * * * *
Rincon High School English Language Arts All Two or More Races 16 70 13 12 4
Rincon High School English Language Arts All White 28 49 23 18 10
Rincon High School Math All Asian 30 48 22 22 7
Rincon High School Math All African American 9 84 7 * *
Rincon High School Math All Hispanic/Latino 13 63 23 12 1
Rincon High School Math All American Indian/Alaska Native * * * * *
Rincon High School Math All Native Hawaiian/Other Pacific * * * * *
Rincon High School Math All Two or More Races 14 67 19 11 2
Rincon High School Math All White 23 50 26 20 3
Rincon High School English Language Arts Grade 10 All Students 20 65 15 16 4
Rincon High School English Language Arts Grade 11 All Students 26 53 20 19 8
Rincon High School English Language Arts Grade 9 All Students 22 54 24 19 3
Rincon High School Math Algebra I All Students 10 72 17 * *
Rincon High School Math Algebra II All Students 22 53 25 19 3
Rincon High School Math Geometry All Students 14 62 24 12 2
Rincon High School English Language Arts Grade 10 Male 18 65 17 14 4
Rincon High School English Language Arts Grade 10 Female 22 65 14 18 4
Rincon High School English Language Arts Grade 11 Male 24 54 22 17 7
Rincon High School English Language Arts Grade 11 Female 28 53 19 21 8
Rincon High School English Language Arts Grade 9 Male 20 55 25 17 3
Rincon High School English Language Arts Grade 9 Female 25 52 23 21 4
Rincon High School Math Algebra I Male 10 75 15 9 1
Rincon High School Math Algebra I Female 11 69 20 * *
Rincon High School Math Algebra II Male 22 54 24 18 4
Rincon High School Math Algebra II Female 22 52 25 20 2
Rincon High School Math Geometry Male 18 56 25 15 4
Rincon High School Math Geometry Female 10 68 23 9 1
Rincon High School English Language Arts Grade 10 Homeless * * * * *
Rincon High School English Language Arts Grade 11 Homeless * * * * *
Rincon High School English Language Arts Grade 9 Homeless * * * * *
Rincon High School Math Algebra I Homeless * * * * *
Rincon High School Math Algebra II Homeless * * * * *
Rincon High School Math Geometry Homeless * * * * *
Rincon High School English Language Arts Grade 10 Economically Disadvantaged 16 70 14 12 4
Rincon High School English Language Arts Grade 11 Economically Disadvantaged 19 61 20 15 4
Rincon High School English Language Arts Grade 9 Economically Disadvantaged 22 58 21 19 3
Rincon High School Math Algebra I Economically Disadvantaged 11 71 18 * *
Rincon High School Math Algebra II Economically Disadvantaged 18 59 22 15 3
Rincon High School Math Geometry Economically Disadvantaged 13 63 25 9 3
Rincon High School English Language Arts Grade 10 Limited English Proficient <2 * * * *
Rincon High School English Language Arts Grade 11 Limited English Proficient <2 * * * *
Rincon High School English Language Arts Grade 9 Limited English Proficient <2 * * * *
Rincon High School Math Algebra I Limited English Proficient 17 73 10 * *
Rincon High School Math Algebra II Limited English Proficient <2 * * * *
Rincon High School Math Geometry Limited English Proficient <2 * * * *
Rincon High School English Language Arts Grade 10 Students with Disabilities <2 * * * *
Rincon High School English Language Arts Grade 11 Students with Disabilities <2 * * * *
Rincon High School English Language Arts Grade 9 Students with Disabilities 9 77 14 * *
Rincon High School Math Algebra I Students with Disabilities <2 * * * *
Rincon High School Math Algebra II Students with Disabilities 7 * * * *
Rincon High School Math Geometry Students with Disabilities 4 78 19 * *
Rincon High School English Language Arts Grade 10 Asian 38 46 15 31 8
Rincon High School English Language Arts Grade 10 African American 7 82 11 * *
Rincon High School English Language Arts Grade 10 Hispanic/Latino 24 58 18 20 5
Rincon High School English Language Arts Grade 10 American Indian/Alaska Native * * * * *
Rincon High School English Language Arts Grade 10 Native Hawaiian/Other Pacific * * * * *
Rincon High School English Language Arts Grade 10 Two or More Races 13 * * 4 8
Rincon High School English Language Arts Grade 10 White 11 68 20 9 2
Rincon High School English Language Arts Grade 11 Asian * * * * *
Rincon High School English Language Arts Grade 11 African American 18 76 6 * *
Rincon High School English Language Arts Grade 11 Hispanic/Latino 25 53 21 20 6
Rincon High School English Language Arts Grade 11 American Indian/Alaska Native * * * * *
Rincon High School English Language Arts Grade 11 Native Hawaiian/Other Pacific * * * * *
Rincon High School English Language Arts Grade 11 Two or More Races 24 66 10 17 7
Rincon High School English Language Arts Grade 11 White 35 35 30 16 19
Rincon High School English Language Arts Grade 9 Asian * * * * *
Rincon High School English Language Arts Grade 9 African American 6 85 9 * *
Rincon High School English Language Arts Grade 9 Hispanic/Latino 23 48 30 20 2
Rincon High School English Language Arts Grade 9 American Indian/Alaska Native * * * * *
Rincon High School English Language Arts Grade 9 Two or More Races 13 63 24 * *
Rincon High School English Language Arts Grade 9 White 38 44 19 27 10
Rincon High School Math Algebra I Asian * * * * *
Rincon High School Math Algebra I African American 15 78 7 * *
Rincon High School Math Algebra I Hispanic/Latino 9 75 16 * *
Rincon High School Math Algebra I American Indian/Alaska Native * * * * *
Rincon High School Math Algebra I Two or More Races 8 71 21 5 3
Rincon High School Math Algebra I White 13 59 28 * *
Rincon High School Math Algebra II Asian 33 40 27 27 7
Rincon High School Math Algebra II African American 15 * * * *
Rincon High School Math Algebra II Hispanic/Latino 16 54 30 14 2
Rincon High School Math Algebra II American Indian/Alaska Native * * * * *
Rincon High School Math Algebra II Native Hawaiian/Other Pacific * * * * *
Rincon High School Math Algebra II Two or More Races 26 59 15 22 4
Rincon High School Math Algebra II White 41 34 25 34 6
Rincon High School Math Geometry Asian * * * * *
Rincon High School Math Geometry African American <2 * * * *
Rincon High School Math Geometry Hispanic/Latino 16 58 26 14 2
Rincon High School Math Geometry American Indian/Alaska Native * * * * *
Rincon High School Math Geometry Native Hawaiian/Other Pacific * * * * *
Rincon High School Math Geometry Two or More Races 9 70 22 * *
Rincon High School Math Geometry White 20 54 26 15 4
Posted on

2016 AZMerit TUSD Pueblo High Magnet School

Pueblo High Magnet School

School Name Content Area Test Level Subgroup/Ethnicity Percent Passing Percent Performance Level 1 Percent Performance Level 2 Percent Performance Level 3 Percent Performance Level 4
Pueblo High Magnet School English Language Arts All All Students 15 69 16 13 2
Pueblo High Magnet School Math All All Students 6 75 19 * *
Pueblo High Magnet School English Language Arts All Male 13 72 15 12 1
Pueblo High Magnet School English Language Arts All Female 17 65 18 14 3
Pueblo High Magnet School Math All Male 7 76 17 * *
Pueblo High Magnet School Math All Female 5 74 21 * *
Pueblo High Magnet School English Language Arts All Homeless 15 * * * *
Pueblo High Magnet School Math All Homeless 17 75 8 * *
Pueblo High Magnet School English Language Arts All Migrant * * * * *
Pueblo High Magnet School Math All Migrant * * * * *
Pueblo High Magnet School English Language Arts All Economically Disadvantaged 14 70 16 12 2
Pueblo High Magnet School Math All Economically Disadvantaged 6 77 17 * *
Pueblo High Magnet School English Language Arts All Limited English Proficient <2 * * * *
Pueblo High Magnet School Math All Limited English Proficient <2 * * * *
Pueblo High Magnet School English Language Arts All Students with Disabilities <2 * * * *
Pueblo High Magnet School Math All Students with Disabilities <2 * * * *
Pueblo High Magnet School English Language Arts All Asian * * * * *
Pueblo High Magnet School English Language Arts All African American 8 83 8 * *
Pueblo High Magnet School English Language Arts All Hispanic/Latino 15 69 16 12 2
Pueblo High Magnet School English Language Arts All American Indian/Alaska Native 13 66 21 11 3
Pueblo High Magnet School English Language Arts All Native Hawaiian/Other Pacific * * * * *
Pueblo High Magnet School English Language Arts All Two or More Races 18 71 12 * *
Pueblo High Magnet School English Language Arts All White 25 57 18 18 7
Pueblo High Magnet School Math All Asian * * * * *
Pueblo High Magnet School Math All African American <2 * * * *
Pueblo High Magnet School Math All Hispanic/Latino 6 76 18 * *
Pueblo High Magnet School Math All American Indian/Alaska Native 11 68 21 * *
Pueblo High Magnet School Math All Native Hawaiian/Other Pacific * * * * *
Pueblo High Magnet School Math All Two or More Races <2 * * * *
Pueblo High Magnet School Math All White 8 68 24 * *
Pueblo High Magnet School English Language Arts Grade 10 All Students 10 77 12 8 2
Pueblo High Magnet School English Language Arts Grade 11 All Students 16 70 14 14 2
Pueblo High Magnet School English Language Arts Grade 9 All Students 19 59 22 16 3
Pueblo High Magnet School Math Algebra I All Students 6 78 16 * *
Pueblo High Magnet School Math Algebra II All Students 4 78 18 * *
Pueblo High Magnet School Math Geometry All Students 8 70 22 * *
Pueblo High Magnet School English Language Arts Grade 10 Male 8 82 9 * *
Pueblo High Magnet School English Language Arts Grade 10 Female 13 72 16 9 3
Pueblo High Magnet School English Language Arts Grade 11 Male 14 73 14 12 2
Pueblo High Magnet School English Language Arts Grade 11 Female 19 67 14 15 3
Pueblo High Magnet School English Language Arts Grade 9 Male 17 62 21 15 2
Pueblo High Magnet School English Language Arts Grade 9 Female 20 55 25 17 4
Pueblo High Magnet School Math Algebra I Male 7 78 15 * *
Pueblo High Magnet School Math Algebra I Female 6 78 16 * *
Pueblo High Magnet School Math Algebra II Male 4 80 16 * *
Pueblo High Magnet School Math Algebra II Female 5 74 21 * *
Pueblo High Magnet School Math Geometry Male 9 71 20 * *
Pueblo High Magnet School Math Geometry Female 6 69 25 * *
Pueblo High Magnet School English Language Arts Grade 10 Homeless * * * * *
Pueblo High Magnet School English Language Arts Grade 11 Homeless * * * * *
Pueblo High Magnet School English Language Arts Grade 9 Homeless * * * * *
Pueblo High Magnet School Math Algebra I Homeless * * * * *
Pueblo High Magnet School Math Algebra II Homeless * * * * *
Pueblo High Magnet School Math Geometry Homeless * * * * *
Pueblo High Magnet School English Language Arts Grade 11 Migrant * * * * *
Pueblo High Magnet School Math Algebra II Migrant * * * * *
Pueblo High Magnet School English Language Arts Grade 10 Economically Disadvantaged 9 80 12 8 1
Pueblo High Magnet School English Language Arts Grade 11 Economically Disadvantaged 15 70 15 12 2
Pueblo High Magnet School English Language Arts Grade 9 Economically Disadvantaged 17 61 22 16 2
Pueblo High Magnet School Math Algebra I Economically Disadvantaged 7 79 15 * *
Pueblo High Magnet School Math Algebra II Economically Disadvantaged 4 80 16 * *
Pueblo High Magnet School Math Geometry Economically Disadvantaged 8 72 20 * *
Pueblo High Magnet School English Language Arts Grade 10 Limited English Proficient <2 * * * *
Pueblo High Magnet School English Language Arts Grade 11 Limited English Proficient <2 * * * *
Pueblo High Magnet School English Language Arts Grade 9 Limited English Proficient <2 * * * *
Pueblo High Magnet School Math Algebra I Limited English Proficient <2 * * * *
Pueblo High Magnet School Math Algebra II Limited English Proficient <2 * * * *
Pueblo High Magnet School Math Geometry Limited English Proficient <2 * * * *
Pueblo High Magnet School English Language Arts Grade 10 Students with Disabilities <2 * * * *
Pueblo High Magnet School English Language Arts Grade 11 Students with Disabilities <2 * * * *
Pueblo High Magnet School English Language Arts Grade 9 Students with Disabilities 2 92 6 * *
Pueblo High Magnet School Math Algebra I Students with Disabilities <2 * * * *
Pueblo High Magnet School Math Algebra II Students with Disabilities <2 * * * *
Pueblo High Magnet School Math Geometry Students with Disabilities <2 * * * *
Pueblo High Magnet School English Language Arts Grade 10 Asian * * * * *
Pueblo High Magnet School English Language Arts Grade 10 African American * * * * *
Pueblo High Magnet School English Language Arts Grade 10 Hispanic/Latino 11 77 13 9 2
Pueblo High Magnet School English Language Arts Grade 10 American Indian/Alaska Native 9 73 18 * *
Pueblo High Magnet School English Language Arts Grade 10 Native Hawaiian/Other Pacific * * * * *
Pueblo High Magnet School English Language Arts Grade 10 Two or More Races * * * * *
Pueblo High Magnet School English Language Arts Grade 10 White * * * * *
Pueblo High Magnet School English Language Arts Grade 11 Asian * * * * *
Pueblo High Magnet School English Language Arts Grade 11 African American * * * * *
Pueblo High Magnet School English Language Arts Grade 11 Hispanic/Latino 15 71 14 13 2
Pueblo High Magnet School English Language Arts Grade 11 American Indian/Alaska Native * * * * *
Pueblo High Magnet School English Language Arts Grade 11 Two or More Races * * * * *
Pueblo High Magnet School English Language Arts Grade 11 White * * * * *
Pueblo High Magnet School English Language Arts Grade 9 African American * * * * *
Pueblo High Magnet School English Language Arts Grade 9 Hispanic/Latino 19 59 22 16 3
Pueblo High Magnet School English Language Arts Grade 9 American Indian/Alaska Native 17 58 25 13 4
Pueblo High Magnet School English Language Arts Grade 9 Native Hawaiian/Other Pacific * * * * *
Pueblo High Magnet School English Language Arts Grade 9 Two or More Races * * * * *
Pueblo High Magnet School English Language Arts Grade 9 White 23 62 15 * *
Pueblo High Magnet School Math Algebra I African American * * * * *
Pueblo High Magnet School Math Algebra I Hispanic/Latino 6 79 15 * *
Pueblo High Magnet School Math Algebra I American Indian/Alaska Native 13 74 13 * *
Pueblo High Magnet School Math Algebra I Native Hawaiian/Other Pacific * * * * *
Pueblo High Magnet School Math Algebra I Two or More Races * * * * *
Pueblo High Magnet School Math Algebra I White 8 69 23 * *
Pueblo High Magnet School Math Algebra II Asian * * * * *
Pueblo High Magnet School Math Algebra II African American * * * * *
Pueblo High Magnet School Math Algebra II Hispanic/Latino 5 77 18 * *
Pueblo High Magnet School Math Algebra II American Indian/Alaska Native * * * * *
Pueblo High Magnet School Math Algebra II Two or More Races * * * * *
Pueblo High Magnet School Math Algebra II White * * * * *
Pueblo High Magnet School Math Geometry Asian * * * * *
Pueblo High Magnet School Math Geometry African American * * * * *
Pueblo High Magnet School Math Geometry Hispanic/Latino 7 71 22 * *
Pueblo High Magnet School Math Geometry American Indian/Alaska Native 8 50 42 * *
Pueblo High Magnet School Math Geometry Native Hawaiian/Other Pacific * * * * *
Pueblo High Magnet School Math Geometry Two or More Races * * * * *
Pueblo High Magnet School Math Geometry White * * * * *
Posted on

2016 AZMerit TUSD Palo Verde High Magnet School

Palo Verde High Magnet School

School Name Content Area Test Level Subgroup/Ethnicity Percent Passing Percent Performance Level 1 Percent Performance Level 2 Percent Performance Level 3 Percent Performance Level 4
Palo Verde High Magnet School English Language Arts All All Students 16 63 21 13 3
Palo Verde High Magnet School Math All All Students 13 70 17 13 1
Palo Verde High Magnet School English Language Arts All Male 15 66 18 13 2
Palo Verde High Magnet School English Language Arts All Female 17 59 24 13 4
Palo Verde High Magnet School Math All Male 12 71 16 12 1
Palo Verde High Magnet School Math All Female 14 68 18 * *
Palo Verde High Magnet School English Language Arts All Homeless 13 83 4 9 4
Palo Verde High Magnet School Math All Homeless 5 73 23 * *
Palo Verde High Magnet School English Language Arts All Economically Disadvantaged 15 65 19 13 2
Palo Verde High Magnet School Math All Economically Disadvantaged 13 72 16 * *
Palo Verde High Magnet School English Language Arts All Limited English Proficient <2 * * * *
Palo Verde High Magnet School Math All Limited English Proficient <2 * * * *
Palo Verde High Magnet School English Language Arts All Students with Disabilities 4 91 5 2 2
Palo Verde High Magnet School Math All Students with Disabilities 3 88 9 2 1
Palo Verde High Magnet School English Language Arts All Asian 27 67 7 20 7
Palo Verde High Magnet School English Language Arts All African American 11 73 16 9 1
Palo Verde High Magnet School English Language Arts All Hispanic/Latino 16 64 20 13 4
Palo Verde High Magnet School English Language Arts All American Indian/Alaska Native 8 69 23 * *
Palo Verde High Magnet School English Language Arts All Native Hawaiian/Other Pacific * * * * *
Palo Verde High Magnet School English Language Arts All Two or More Races 15 60 26 12 3
Palo Verde High Magnet School English Language Arts All White 20 56 24 16 4
Palo Verde High Magnet School Math All Asian 13 63 25 * *
Palo Verde High Magnet School Math All African American 12 81 8 * *
Palo Verde High Magnet School Math All Hispanic/Latino 13 70 17 * *
Palo Verde High Magnet School Math All American Indian/Alaska Native 14 64 21 * *
Palo Verde High Magnet School Math All Native Hawaiian/Other Pacific * * * * *
Palo Verde High Magnet School Math All Two or More Races 12 73 15 * *
Palo Verde High Magnet School Math All White 16 63 21 14 2
Palo Verde High Magnet School English Language Arts Grade 10 All Students 17 69 13 14 4
Palo Verde High Magnet School English Language Arts Grade 11 All Students 11 75 14 10 1
Palo Verde High Magnet School English Language Arts Grade 9 All Students 18 51 31 14 4
Palo Verde High Magnet School Math Algebra I All Students 9 75 15 * *
Palo Verde High Magnet School Math Algebra II All Students 11 71 17 * *
Palo Verde High Magnet School Math Geometry All Students 20 61 19 19 1
Palo Verde High Magnet School English Language Arts Grade 10 Male 15 76 9 13 2
Palo Verde High Magnet School English Language Arts Grade 10 Female 20 62 18 14 6
Palo Verde High Magnet School English Language Arts Grade 11 Male 12 77 11 12 1
Palo Verde High Magnet School English Language Arts Grade 11 Female 10 72 18 8 2
Palo Verde High Magnet School English Language Arts Grade 9 Male 18 53 29 14 4
Palo Verde High Magnet School English Language Arts Grade 9 Female 19 48 33 14 4
Palo Verde High Magnet School Math Algebra I Male 9 72 18 9 1
Palo Verde High Magnet School Math Algebra I Female 9 79 12 * *
Palo Verde High Magnet School Math Algebra II Male 7 79 14 * *
Palo Verde High Magnet School Math Algebra II Female 16 63 21 * *
Palo Verde High Magnet School Math Geometry Male 20 64 16 19 1
Palo Verde High Magnet School Math Geometry Female 19 58 23 19 1
Palo Verde High Magnet School English Language Arts Grade 10 Homeless * * * * *
Palo Verde High Magnet School English Language Arts Grade 11 Homeless * * * * *
Palo Verde High Magnet School English Language Arts Grade 9 Homeless * * * * *
Palo Verde High Magnet School Math Algebra I Homeless <2 * * * *
Palo Verde High Magnet School Math Algebra II Homeless * * * * *
Palo Verde High Magnet School Math Geometry Homeless * * * * *
Palo Verde High Magnet School English Language Arts Grade 10 Economically Disadvantaged 17 71 12 14 3
Palo Verde High Magnet School English Language Arts Grade 11 Economically Disadvantaged 11 76 13 10 1
Palo Verde High Magnet School English Language Arts Grade 9 Economically Disadvantaged 16 55 29 14 2
Palo Verde High Magnet School Math Algebra I Economically Disadvantaged 8 77 15 * *
Palo Verde High Magnet School Math Algebra II Economically Disadvantaged 11 72 16 * *
Palo Verde High Magnet School Math Geometry Economically Disadvantaged 20 64 16 19 1
Palo Verde High Magnet School English Language Arts Grade 10 Limited English Proficient * * * * *
Palo Verde High Magnet School English Language Arts Grade 11 Limited English Proficient * * * * *
Palo Verde High Magnet School English Language Arts Grade 9 Limited English Proficient <2 * * * *
Palo Verde High Magnet School Math Algebra I Limited English Proficient <2 * * * *
Palo Verde High Magnet School Math Algebra II Limited English Proficient * * * * *
Palo Verde High Magnet School Math Geometry Limited English Proficient * * * * *
Palo Verde High Magnet School English Language Arts Grade 10 Students with Disabilities 3 92 5 * *
Palo Verde High Magnet School English Language Arts Grade 11 Students with Disabilities 3 * * * *
Palo Verde High Magnet School English Language Arts Grade 9 Students with Disabilities 5 86 9 2 4
Palo Verde High Magnet School Math Algebra I Students with Disabilities 3 91 6 2 2
Palo Verde High Magnet School Math Algebra II Students with Disabilities 3 86 11 * *
Palo Verde High Magnet School Math Geometry Students with Disabilities 3 87 10 * *
Palo Verde High Magnet School English Language Arts Grade 10 Asian * * * * *
Palo Verde High Magnet School English Language Arts Grade 10 African American 8 84 8 * *
Palo Verde High Magnet School English Language Arts Grade 10 Hispanic/Latino 18 70 12 15 3
Palo Verde High Magnet School English Language Arts Grade 10 American Indian/Alaska Native * * * * *
Palo Verde High Magnet School English Language Arts Grade 10 Native Hawaiian/Other Pacific * * * * *
Palo Verde High Magnet School English Language Arts Grade 10 Two or More Races 18 68 14 11 7
Palo Verde High Magnet School English Language Arts Grade 10 White 21 60 19 16 4
Palo Verde High Magnet School English Language Arts Grade 11 Asian * * * * *
Palo Verde High Magnet School English Language Arts Grade 11 African American 14 77 9 9 5
Palo Verde High Magnet School English Language Arts Grade 11 Hispanic/Latino 13 74 13 12 1
Palo Verde High Magnet School English Language Arts Grade 11 American Indian/Alaska Native * * * * *
Palo Verde High Magnet School English Language Arts Grade 11 Native Hawaiian/Other Pacific * * * * *
Palo Verde High Magnet School English Language Arts Grade 11 Two or More Races 4 72 24 * *
Palo Verde High Magnet School English Language Arts Grade 11 White 11 76 13 * *
Palo Verde High Magnet School English Language Arts Grade 9 Asian * * * * *
Palo Verde High Magnet School English Language Arts Grade 9 African American 11 63 26 * *
Palo Verde High Magnet School English Language Arts Grade 9 Hispanic/Latino 17 53 30 12 5
Palo Verde High Magnet School English Language Arts Grade 9 American Indian/Alaska Native * * * * *
Palo Verde High Magnet School English Language Arts Grade 9 Native Hawaiian/Other Pacific * * * * *
Palo Verde High Magnet School English Language Arts Grade 9 Two or More Races 20 46 34 17 2
Palo Verde High Magnet School English Language Arts Grade 9 White 24 42 35 18 6
Palo Verde High Magnet School Math Algebra I Asian * * * * *
Palo Verde High Magnet School Math Algebra I African American 3 91 6 * *
Palo Verde High Magnet School Math Algebra I Hispanic/Latino 9 79 13 * *
Palo Verde High Magnet School Math Algebra I American Indian/Alaska Native * * * * *
Palo Verde High Magnet School Math Algebra I Native Hawaiian/Other Pacific * * * * *
Palo Verde High Magnet School Math Algebra I Two or More Races 10 68 23 * *
Palo Verde High Magnet School Math Algebra I White 13 70 17 11 1
Palo Verde High Magnet School Math Algebra II Asian * * * * *
Palo Verde High Magnet School Math Algebra II African American 16 * * * *
Palo Verde High Magnet School Math Algebra II Hispanic/Latino 11 70 18 * *
Palo Verde High Magnet School Math Algebra II American Indian/Alaska Native * * * * *
Palo Verde High Magnet School Math Algebra II Native Hawaiian/Other Pacific * * * * *
Palo Verde High Magnet School Math Algebra II Two or More Races 17 67 17 * *
Palo Verde High Magnet School Math Algebra II White 10 68 23 * *
Palo Verde High Magnet School Math Geometry Asian * * * * *
Palo Verde High Magnet School Math Geometry African American 21 63 17 * *
Palo Verde High Magnet School Math Geometry Hispanic/Latino 20 59 20 20 1
Palo Verde High Magnet School Math Geometry American Indian/Alaska Native * * * * *
Palo Verde High Magnet School Math Geometry Native Hawaiian/Other Pacific * * * * *
Palo Verde High Magnet School Math Geometry Two or More Races 10 83 7 * *
Palo Verde High Magnet School Math Geometry White 22 55 23 19 3