MUSD Highlights School Success in ADE Letter Grades

  • Happy Graduation HugOn October 27, 2023, the Arizona State Board of Education released A-F Letter Grades for public schools in Arizona. The formula that determines school letter grades uses a wide range of academic measures, including year-to-year student academic growth, proficiency in English language arts, math and science, the proficiency and academic growth of English language learners, attendance, special education metrics, high school dropout and graduation rates, as well as indicators that high school students are ready to succeed in a career or higher education.

    The district’s overall results show tremendous growth for the second consecutive year. The vast majority, 16 schools – up from 13 in the previous year, earned A or B letter grades.

    A-rated Schools

    B-rated schools

    C-rated schools 

    “I am incredibly proud of the work taking place in Marana schools,” said Dr. Dan Streeter, Superintendent. “While we will continue to focus on building strong relationships, we will also continue to use data to evaluate and refine our daily instructional practices. The State Letter Grades report provides affirmation to the hard work that our school leaders and teachers have been engaged in.”

    The State of Arizona requires the Arizona Department of Education to develop an annual achievement profile for every public school in the state based on an A-F scale. The system measures year-to-year academic achievement on state-mandated tests, such as the AASA and ACT, using both growth and proficiency measures. The letter grades also include academic achievement in ELA, Math and Science; The achievement of English Language Learners is accounted for through the AZELLA test. Finally, indicators that elementary and middle level students are prepared for high school are reflected in the K-8 scores. Likewise, high school scores are impacted by how ready graduates are to succeed in career or higher education.

    While the letter grade system gives districts insight into academic performance based on specific state assessments, it does not provide a comprehensive assessment of each school. For example, it does not consider other measures of academic performance, learning and success within classrooms and schools, nor does it consider the unique programs and characteristics of each school, satisfaction of students, staff and parents, school culture, or other significant accomplishments.