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Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups

By Eric Crane, Min Huang, Vanessa X. Barrat


What percentage of Arizona public school students is proficient in reading and math? How does the percentage differ by student subgroup and school level? And what are the results when only charter schools are examined?

Requested by the Arizona Department of Education, this Regional Educational Laboratory West (REL West) brief examines reading and math proficiency levels among subgroups of Arizona public school students based on:

  • Race/ethnicity
  • English learner status
  • Disability status
  • Economic status

The brief describes how student subgroup performance differs by school level (elementary, middle, and high) and school type (Title I Schools in Improvement, Title I Schools Not in Improvement, and non–Title I schools). The same analyses were conducted for charter schools.

REL West researchers found that students in non–Title I schools had higher proficiency rates than students in Title I Schools Not in Improvement, and higher than students in Title I Schools in Improvement.

Information about the Regional Educational Laboratory (REL) system and other REL publications can be found at the national Regional Educational Laboratory Program.

Resource Details

Product Information

Format: PDF
Pages: 25
Publisher: U.S. Department of Education, Institute of Education Sciences