AzMERIT, MSAA, and NCSC Results
Please be aware that the Arizona Department of Education does not issue AIMS nor AzMERIT results. Please contact the school or LEA where the student tested for this information.
AzMERIT and MSAA 2016 *UPDATED 9/27/2016*
Note: This report previously reflected only AzMERIT results, but has been updated to incclude the combined students performance results from the Fall 2015 and Spring 2016 administrations of the AzMERIT statewide assessment and the Multi-State Alternative Assessment (MSAA) alternative statewide assessment. This file contains reports of the percentage of Arizona public school students who passed the statewide assessments, and the percentage at each performance level. The report includes percentages for Arizona public schools, districts and charter holders, county, and statewide results.
Note: This new report include only the combined student performance results from the Fall 2015 and Spring 2016 administrations of the AzMERIT statewide assessment. This file contains reports of the percentage of Arizona public students who passed AzMERIT, and the percentage at each performance level. The report includes percentages for Arizona public schools, districts, and charter holders, country, and statewide results.
Valid test results were included for students with an enrollment in an Arizona public school on the first date of the Fall 2015 or Spring 2016 enrollment test windows. Results are counted at the school in which a student was enrolled, not where the student was administered the assessment. If the student took the same assessment in both Fall 2015 and Spring 2016 test window, only the higher of the two scores is included. If the student took a different assessment in the Fall 2015 and the Spring 2016 test windows, both scores are included. The source of the subgroup and ethnicity data is the Student Accountability Information System (SAIS), which is reported by districts and charter holders to the Arizona Department of Education.
Please note: These Excel documents have seperate tabs that contain five different breakdowns of AIMS and AIMS A results (by school, by school and grade, by LEA and grade, by county and grade, and at the state level by grade). Please keep in mind that asterisks (*) in the data indicate numbers under 11 that are not reported per the Family and Educational Rights and Privacy Act of 1974 (FERPA).
Students with Disabilities
AIMS Technical Information
2012-2014 AIMS Performance Levels and Scale Scores
2011 AIMS Performance Levels and Scale Scores
Fall 2010 AIMS Performance Levels and Scale Scores
2010 AIMS Performance Levels and Scale Scores
2009 AIMS Performance Levels and Scale Scores
Cohort 2015 Four Year Grad Rate Data
Cohort 2014 Four Year Grad Rate Data
Cohort 2013 Four Year Grad Rate Data
Cohort 2012 Four Year Grad Rate Data
Cohort 2011 Four Year Grad Rate Data
Cohort 2010 Four Year Grad Rate Data
Cohort 2009 Four Year Grad Rate Data
Cohort 2008 Four Year Grad Rate Data
Cohort 2015 Five Year Grad Rate Data
Cohort 2014 Five Year Grad Rate Data
Cohort 2013 Five Year Grad Rate Data
Cohort 2012 Five Year Grad Rate Data
Cohort 2011 Five Year Grad Rate Data
Cohort 2010 Five Year Grad Rate Data
Cohort 2009 Five Year Grad Rate Data
Cohort 2008 Five Year Grad Rate Data
Information for Technical Users
Graduation technical Manual
U.D. Department of Education guidance on the Graduation Rate
2005 Graduation Rate Technical Notes
2004 Four and Five Year Graduation Rates Revision
The calculation of dropout statistics is a cooperative effort of the local school districts, the Arizona Department of Education, the Arizona State Legislature, and the United States Department of Education. Presently, the emphasis on education reform mandates greater attention to performance measures, such as the dropout rate, which serves as a key indicator of a school’s success in maintaining their student population. [Break]
Dropout rates are reported for grades seven through twelve, and are based on a calendar year that runs from the first day of summer recess through the last day of school. A school’s total enrollment is used as the population figure against which dropouts are subsequently counted.
For purposes of this study, dropouts are defined as students who are enrolled in school at any time during the school year, but are not enrolled at the end of the school year and did not transfer, graduate, or die.
These reports include the number of students enrolled on October 1st of each school year. The enrollment counts are available at the following levels: Statewide, County, LEA (school district), and School
These enrollment counts are further broken down for the following demographics:Gender, Ethnicity, ELL, Free/Reduced Lunch, Students with a disability
2015-2016 School Year
(Note: a previous version of this file, posted on 11.3.216, had a minor column labeling issue. This has since been fixed and a corrected file was updated on 11/9/2016)
2014-2015 School Year
2013-2014 School Year
2012-2013 School Year
2011-2012 School Year
2010-2011 School Year
For older data, access or create your own report on the US Department of Education’s Elementary & Secondary Information System
Starting with the 2010-2011 school year, the following changes have been made in how students’ race and ethnicity are reported. Please see the Federal Race/Ethnicity Data Guidance for further details.
-The ethnic identification of Hispanic is separated from racial identification, so a student now may be reported as Hispanic and White, or Hispanic and Native American, etc.
-Students reported as Hispanic are counted as Hispanic regardless of their racial identification.
-An additional racial category “Native Hawaiian or Other Pacific Islander” has been added.
-Students now may be reported in more than one racial category. Multi-racial students who are not Hispanic are now counted in a separate multi-racial group.
Section 14005(d) of Division A of the American Recovery and Reinvestment Act (ARRA) requires a state receiving funds under the SFSF Program to provide assurances in four key areas of education reform:
1.Achieving Equity in Teacher Distribution
2.Improving the Collection and Use of Data
3.Standards and Assessments
4.Supporting Struggling Schools
For each of these areas of reform, the ARRA prescribes specific actions that the State must assure it will implement. These assurances are in the form of indicators and descriptors, each delineating a specific action to be taken.
Assurance Indicators and Descriptions
Information regarding the extent to which students transition from secondary school to postsecondary education, including whether students enroll in remedial coursework.
Provide the State students who graduate from high school, the number and percentage who enroll in an institution of higher education within 16 months of receiving a regular high school diploma.
Provide for the State students who enroll in a public IHE in the State within 16 months of receiving a regular high school diploma, the number and percentage who complete at least one year’s worth of college credit within two years of enrollment.
SFSF Indicator (a)(1) – SY2012-2011: Number and Percentage of Core Academic Courses Taught in Highest and Lowest Poverty schools by Highly Qualified Teachers
SFSF Indicators (c)(5) and (c)(8) – SY2010-2011: Number and Percentage of Students with Disabilities and ELL Students Included in State Reading/Language Arts and Mathematics Assessments
Norm-Referenced Assessment Results
Starting in School Year 2004-2005, norm-referenced test (NRT) scores for grades 3-8 are the results from questions embedded in the AIMS test. In 2010, the norm-referenced test changed from the TerraNova assessment to the Stanford 10.
The following lists the norm-referenced test given in Arizona each school year:
2009-2010 AYP Determinations for All Schools
2009-2010 AYP Determinations for All Districts/Charter Holders
2009-2010 School Improvement Status
2009-2010 Persistently Lowest Achieving Schools
2009-2010 District Improvement Status
2008-2009 AYP Determinations for All Schools
2008-2009 AYP Determinations for All Districts/Charter Holders
2008-2009 School Improvement Status
2008-2009 Persistently Lowest Achieving Schools
2008-2009 District Improvement Status
AZ LEARNS Legacy Achievement Profiles
Guide to AZ LEARNS Legacy Achievement Profiles
2010-2011 Achievement Profiles for All Schools
2010-2011 Alternative Schools
2009-2010 Achievement Profiles for All Schools
2009-2010 Alternative Schools
2008-2009 Achievement Profiles for All Schools
2007-2008 Achievement Profiles for All Schools
2006-2007 Achievement Profiles for All Schools
2005-2006 Achievement Profiles for All Schools
2004-2005 Achievement Profiles for All Schools
2003-2004 Achievement Profiles for All Schools
2002-2003 Achievement Profiles for All Schools
2002-2003 Achievement Profiles Summary
2011 Appeals Process for AZ LEARNS
2011 Parameters for AZ LEARNS Legacy
2011 Writing Status & Growth Points for legacy AZ LEARNS
Technical Manuals 2002 through 2011
ADE is committed to maintaining transparency of government and providing actionable information to parents, educators, and the community. To that end, ADE provides public datasets and reports that may be immediately downloaded and utilized. If the available datasets do not meet your needs, click the link above.
Most downloadable documents in the Arizona Department of Education’s Website require Adobe Acrobat Reader. If you do not have Adobe Acrobat Reader 9.0 or higher, please click on the image to download a FREE copy. You may request the document in its original format (if available) through the contact listed on the page. For more information and tools to help make Adobe PDF accessible to users with visual disabilitys, go to Access Adobe link.