Casa Grande Union and Vista Grande earn B letter grades; district highlights growth and plans to appeal
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Summary
The Casa Grande Union High School District reported that both comprehensive high schools received B letter grades on Arizona's 100-point scale, driven by strong growth scores despite lower ACT proficiency. District leaders described targeted interventions, use of IXL and PLCs, and said staff may appeal some calculations to gain additional points.
Both Casa Grande Union High School and Vista Grande High School received B letter grades under Arizona's school accountability formula, district staff told the Casa Grande Union High School District governing board. The district's presentation showed strong growth measures but lower proficiency on the ACT contributed to both schools falling short of an A.
The board heard a slide presentation that explained the state's 100-point grading breakdown: junior ACT proficiency (up to 30 points), growth (up to 20 points), English-learner proficiency and growth (5% and 5%), graduation-rate components, and college-and-career readiness (20%). Presenter Speaker 4 reported that Vista Grande scored about 81.12 points (an unofficial B) and Casa Grande Union scored about 80.38 points (B). In component detail, staff reported ACT-proficiency points of roughly 11.71/30 for Vista Grande and 13.39/30 for Casa Grande Union, while growth scores were reported as 19.97/20 for Vista Grande and 16.96/20 for Casa Grande Union.
"We're really proud of both of our schools for the great work that they've done in achieving these letter grades," the presenter said, adding that the high growth numbers show teacher impact when students are compared to peers with similar starting points. The presenter also noted that both campuses received six bonus points each and that an appeal process could gain additional points if certain calculations (for example, percentage tested) are found to be incorrect.
Board members pressed staff on the low ACT component and asked what the district is doing to boost proficiency. Staff described a multi-pronged approach: strengthening professional learning communities (PLCs); expanding "2.5" instructional time for targeted practice; adding math interventions for ninth-grade algebra (where failure rates have been in the high 30s); and using the IXL online platform to provide individualized practice in math, reading and writing. The presentation credited consistent implementation of those interventions with contributing to high growth scores.
The presenter emphasized that growth metrics compare juniors to peers with similar freshman-year ACT Aspire scores, which rewards schools that accelerate students from lower starting points. Staff said they are reviewing detailed school-level data and will consider appeals of specific calculations where appropriate. The board expressed congratulations and urged continued focus on proficiency and targeted supports.
Next steps: staff will continue data review and return to the board with any appeal outcomes or recommended changes to district supports.