Board reviews preliminary outcomes on ACT growth, AzELa reclassification and rising chronic absenteeism
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Summary
District staff reported preliminary results on June 5 showing gains in students exceeding predicted ACT scores, a 15% AzELa reclassification rate among tested EL students, and a districtwide increase in chronic absenteeism.
District staff presented preliminary outcomes tied to governing-board goals adopted in October, focusing on (1) student growth on ACT (Aspire-to-ACT predicted growth), (2) English-proficiency (AzELa) reclassification for English learners, and (3) chronic absenteeism.
Highlights from the staff presentation - ACT (reading and math growth): Staff reported that the district exceeded its overall reading growth goal (from a 7% baseline to 11%), a net increase of 4 percentage points, and exceeded the math goal by 6 percentage points districtwide. Disaggregated goals for Black/African American and Native American cohorts showed gains but in some cases fell short of the specific 5% subgroup targets (for example, Black/African American students increased by 4% on one goal where 5% was the target). Staff emphasized that cohort mobility (students entering and leaving the district) complicates longitudinal comparisons.
- AzELa (English-proficiency reclassification): Of roughly 4,793 EL students reported as eligible for AzELa reassessment this year, staff said 3,817 were tested and 556 students reclassified to proficiency — a 15% reclassification rate for the tested cohort. Staff noted the district did not meet the board’s stated goal of a 5-percentage-point increase in AzELa proficiency from the baseline.
- Chronic absenteeism: Staff said chronic absenteeism (defined as missing 10% of the school year or 18 full school days) increased districtwide by roughly 4 percentage points for the year. A small number of campuses reduced rates; Wilson College Prep reduced its chronic absenteeism rate by 7 percentage points and a few other campuses showed modest improvement. Staff described a range of strategies — automated absence reporting, ParentSquare messaging, targeted campus protocols and interventions — to be rolled out over the summer.
Context and next steps - Enrollment and mobility: Presenters stressed that cohort mobility reduces the number of students with two data points (freshman Aspire and junior ACT) and complicates growth calculations. The class of 2025 was cited as an example, starting with more than 6,400 students in freshman year and ending with about 5,151.
- Staff follow-up: The district said it will continue to refine practices, engage campus leaders and roll out an attendance campaign and automated family notifications over the summer. The board and superintendent discussed staging future community input and teacher feedback, particularly on EL goals and supports.
What the record does not show - Final, verified proficiency or longitudinal cohort calculations from the state; staff flagged that some data (for example, CCRI and AP/IB outcomes) remain pending.
