Welcome to Arizona Education Learning and Accountability (AELAS)
Choose an option at right or below to learn more about this important initiative.
In 2010, the Arizona Legislature enacted A.R.S. §15-249, which reads as follows:
Subject to appropriation of state monies, or receipt of federal monies, private donations or grants from any lawful public or private source for this purpose, the department of education, in coordination with the data governance commission established by section 15-249.01, shall develop and implement the education learning and accountability system to collect, compile, maintain and report student level data for students attending public educational institutions that provide instruction to pupils in preschool programs, kindergarten programs, grades one through twelve and postsecondary educational programs in this state.
In 2012, the Arizona Department of Education conducted a methodical and comprehensive study of the state of Arizona’s education landscape. The AELAS Business Case study team was composed of highly qualified educators and technological experts, who together provided ADE with a valuable and unique perspective on the complexity of Arizona’s education data systems. Click on the images below to learn more
The AELAS program is regularly audited against the AELAS Business Case and monitored for compliance with A.R.S. §15-249. As independent auditors, WestEd and the Center for Educational Leadership and Technology periodically conduct thorough reviews of ADE’s efforts, providing oversight and direction to agency leadership.
In keeping with the significance of the AELAS program, WestEd and CELT conduct quarterly audits to ensure goals are being met and the program continues to meet statutory requirements. The reports are available for download below.
At the request of the Arizona Department of Administration, WestEd and CELT conducted the first comprehensive performance review of the AELAS program in 2013. After reviewing all related documentation and interviewing stakeholders throughout the state (from department IT staff to rural educators), the evaluation team prepared a report comprising commendations on work already done, a summary of the research, and recommendations for improvement.
Report Highlights
ADE's vision for AELAS not only meets the scope of work outlined in A.R.S. §15-249, but rightly uses the legislation as a platform for a comprehensive statewide education data system that will meet accountability requirements and deliver critical information to Arizona's educators.
The department's enterprise architecture approach to building AELAS is service-oriented, incorporates emerging best practices, and is supported by education providers and business owners.
ADE's AELAS team combines educator proponents with skilled IT staff and consultants, which enables managers to ensure all projects work together and meet end-users' needs.
AELAS stakeholders and champions represent diverse groups and interests.
AELAS components are being piloted with small groups of volunteers, which provides invaluable feedback and buy-in for the project.
Recommendations
The 2013 performance review detailed specific recommendations for improvement, including the following:
Develop AELAS as both a state-level data system and classroom-level support for effective teaching and learning.
Expand the business architecture of AELAS as an integrated learning enterprise system.
Improve communication of AELAS projects' scope, costs, goals, and functions to all audiences.
Manage data issues through robust data governance and streamlined data collection processes.
Work with educational institutions of all levels and locations to improve technological capacity to utilize new systems.
Establish a long-term planning mechanism for incorporating user feedback and implementing improvements to AELAS.
Vendors, We renewed the SSL certificates for AzEDS REST API services on 9th July 2020. Some of you are facing issues after this patch. We are anticipating this could be caused by caching on your end, Please refresh it and try again.
