At Pathways In Education - Arizona (PIE AZ), our top priority is student success. We’re committed to transparency and accountability, which is why we're proud to share how PIE AZ improved its school report card grade — and what this achievement means for our students, families, and community. This improvement has been a huge testament to our staff’s commitment to supporting our students and the impact of the Arizona community.

What is A School Letter Grade?

Arizona law (ARS § 15-241) requires the Arizona Department of Education to create a yearly report card for every public school in the state and must be approved by the State Board of Education.

School letter grades are designed to provide families and communities with insight into how schools are performing. These grades are based on several factors, including student proficiency in core subjects, academic growth, and college and career readiness indicators (CCRI). Schools earn points in these areas, and their total score determines their letter grade, ranging from A to F. 

Arizona schools are graded using three models (K-8, 9-12, or Alternative), each based on factors like Proficiency, English Learners, Growth, Acceleration & Readiness, Growth to Graduation, College & Career Readiness, and Graduation (Photo Source: Arizona Dept of Education)

Understanding Our Past Rating

In the 2021-2022 school year, PIE AZ received a lower-than-expected rating. This resulted from several factors:

• School Report Cards on Pause during COVID-19: Before the 2021-2022 school year, during the height of COVID-19 and remote learning adjustments, PIE AZ operated as an AOI (Arizona Online Instruction) school. At that time, the state had not yet implemented an accountability rubric for AOI schools, meaning we were not assigned performance grades or evaluated through standard accountability ratings. As a result, schools like ours did not receive formal feedback on key performance indicators, which limited opportunities for data-driven improvements. Despite the challenges presented by the pandemic, our team took active steps to ensure our students continued to receive high-quality education online, even without formal accountability ratings.
• Proficiency Tied to ACT Scores: AOIs were evaluated heavily on ACT proficiency, an area where our students have historically faced challenges. Low test participation further impacted our proficiency rates, resulting in a lower overall score. Although we achieved some points in ACT proficiency, the limited data still resulted in a 30% reduction in our overall rating. In the last two years, we’ve implemented ACT preparation courses and mobilized all eligible students to take part in the test. 
• Missing CCRI Data Submission: The College & Career Readiness Indicator (CCRI) accounted for another 35% of our score. There were potential points we could have earned given our program support towards College & Career Readiness. Unfortunately, we missed submitting accountability data for this category, which resulted in a zero score. We’ve made dramatic improvements in College & Career Readiness initiatives such as dual enrollment opportunities, work study courses, and FAFSA completion support. Additionally, we’re committed to collecting and submitting data and as of this posting, we are on track to score all 35% in CCRI this school year. 
• Misaligned School Classification: Overall, our school was mistakenly classified as an “AOI” (Arizona Online Instruction) school rather than an “Alternative AOI School”, which better reflects our educational model. This misclassification significantly impacted our overall score, as the criteria used to assess our performance did not accurately reflect our student population or instructional approach. As an alternative school, our focus has been on preparing students for life after high school — including university admission, career readiness, and personal growth — rather than solely on standardized test performance. Since 2020, we successfully applied for Alternative School Status, which more accurately reflects our unique student population and school model. Under this new status, the ACT proficiency requirement was reduced to 15%, and CCRI was weighted at 35%, aligning better with our program and mission to prepare students for success after high school.

How Did We Improve our Rating?

Our journey toward improvement was driven by school leadership and our CMO (Charter Management Organization), Pathways Management Group. As a team, we’ve learned from our mistakes and had several key changes that helped us grow in this rating:

• Improved Data Submission: We formed a dedicated Accountability team within our CMO. This team worked closely with school leadership to ensure accurate and timely data submission. The compliance coordinators and center coordinator combed through student transcripts to ensure all courses were being tallied into our scorecard.
• Teacher and Staff Efforts: Our teachers played a vital role, going above and beyond to engage students in activities that support college and career readiness. They organized FAFSA completion events, encouraged ACT preparation, improved credit attainment, and fostered a supportive learning environment.
• Third-Party Support: We partnered with an external consultant to review our strategies and ensure we met accountability requirements. This guidance helped us develop a clear, actionable plan for improvement. In addition, collaborating more closely with the Board of Education has helped us grow and build connections within the Arizona community.

Positive Outcomes and Future Plans

The impassioned and urgent response of our team demonstrates the unstoppable commitment Pathways team members feel for their students. Each year since, we have improved our AZ school report card and as a result, we are opening two additional sites this year. Our learnings from this experience have made us smarter, more strategic, and more prepared for the future. Since implementing these improvements, we’ve seen an increase in student engagement. More students are attending FAFSA workshops, completing their coursework, and participating in activities designed to prepare them for life beyond high school.

Feedback from parents, our district authorizers, and the Arizona State Board of Charter Schools (ASBCS) has been positive. ASBCS recognized our commitment to improvement and the effective steps we’ve taken to build sustainable success.

To maintain our progress, we’ve implemented:

• Monthly leadership meetings to stay on track and collaborate on strategic planning.
• Mid-year progress checks to identify areas for improvement before final evaluations.
• A dedicated accountability team to ensure accurate and timely data submission
• Ongoing professional development for leaders and school staff to improve teacher practice, student engagement, and academic achievement results.

Our Commitment to Student Success

We recognize that our students rely on us to provide a pathway to graduation and future success. By strengthening our internal processes, empowering our staff, and building stronger connections with students and families, we’ve made lasting improvements that will continue to benefit our school community.

While we’re proud of the progress we’ve made, we acknowledge that there is always room for growth. Our journey toward improvement is ongoing, and we are committed to continuously raising the bar. We’ll keep refining our approach, learning from both our successes and challenges, and always striving to offer the best possible experience for our students. 

About Pathways in Education

Pathways in Education is a network of public charter schools with locations in

• Arizona: Phoenix and Mesa
• Idaho: Nampa and West Ada
• Illinois: Chicago
• Louisiana: Shreveport

We are dedicated to helping students succeed through personalized learning, flexible schedules, and one-on-one support. Our programs are designed to meet students where they are and empower them to achieve their academic and personal goals. Learn more about enrolling at one of our Pathways in Educations schools here.